Explore Book Series Public Speaking

Public Speaking
Public Speaking
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Texas 4-H Youth Development | texas4-h.tamu.edu

4-H “Learning by Doing” Learning Approach
The Do, Reflect, Apply learning approach allows youth to experience the learning process with minimal guidance from
adults. This allows for discovery by youth that may not take place with exact instructions.
EXPLORE THE CONTENT

Introduction of the topic, overview and exploration
of content, and review of objectives
Build on knowledge Youth do with limited

by learning more and “how to” instructions.
advancing to the another
topic/level
Youth use the skills learned Youth describe results

in other parts of their lives. of the experience and
their reaction.
Youth relate the experience

Youth connect the discussion to
to the learning objectives
the larger world.
(life skills and/or subject
matter).

4-H PUBLIC SPEAKING PROJECT Lessons
Lesson 1
Dealing with Fear and Anxiety . . . . . . . . . . . . . . . . . . . . . 2
Lesson 2
Developing Your Own Style . . . . . . . . . . . . . . . . . . . . 7
Lesson 3
Getting to Know Your Audience . . . . . . . . . . . . . . . . . . . 15
Lesson 4
Writing Your Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 5
Practice , Practice, Practice . . . . . . . . . . . . . . . . . . . . . . 36
Lesson 6
Research Your Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Developed by:
Mr. Luis Saldana
Dr. Laura Huebinger
Mrs. Jana Barrett

Dealing with Fear and Anxiety
EXPLORE THE CONTENT:
A 2001 Gallup poll showed that public speaking is one of the
things that Americans fear the most. Many fear public speaking
more than dying! Fast Company suggests that it is not that
people are scared of the actual speaking – it is the fear of public
humiliation and being ostracized from the group. That is, many
individuals fear they will be rejected by the audience and then
scared that they will become a social outcast and be shunned
from the social group. This fear is known as glossophobia.
However, rather than focusing on what the fear is, help your
students understand that is it normal and learn ways to minimize
the effects of glossophobia. Steven Cohen, speech instructor from
Harvard Extension School recommends that speakers focus on the
opportunity to share their ideas rather than the uncertainty they
TIME: might experience. He suggests three categories of ways to handle
60-90 minutes the fear of public speaking: visualization, relaxation techniques,
and practice.
MATERIALS NEEDED:
Activity 1: Throw That Fear Away Visualization includes thinking and seeing yourself be successful.
• One piece of paper per participant Encourage participants to see themselves at a speaking event
• Pen/pencil for each participant and walking through each of the steps from entering the room to
• Large trash can when they finish the speech.
Activity 2: Focus on the Auditory You may encourage your participants to record themselves to
• Short passages to read (participants
watch and see themselves doing well. Relaxation techniques
could bring them to the meeting or
can help a presenter beat their nervousness. The most common
the instructor could provide some
samples) suggestion is a series of long, deep breaths. Exercising the
Activity 3: Storytime morning of a big speech is another way to relieve some of the
• None stress a speaker may feel about an upcoming presentation.
See the Controlling Fear handout for additional methods of
OBJECTIVES:
The 4-H member will: controlling some common symptoms of being nervous. And
• The student will be able to understand finally, practice, practice, practice. Anxiety will lessen as a speaker
that fear of public speaking is not unusual. has more opportunities to practice. Speakers should spend extra
• The student will be able to recognize the time practicing their opening and conclusion. This practiced
reasons for fear of public speaking. introduction can significantly help the speaker get started with the
• The student will be able to learn ways to speech without the anxiety taking over. The strong conclusion can
handle anxiety of public speaking. help the speaker and audience feel confidence as the speech ends.
• The student will be able to practice
speaking to reduce anxiety.
Storytelling and dialogs are helpful methods to assist with
speaking anxiety. The act of telling a story – especially personal
story or a very-well known story – will help the speaker to feel
more relaxed and sound more authentic when speaking. Asking
questions of the audience helps to create a dialog between the
speaker and the audience keeping the audience engaged and
allowing the speaker time to breathe and pause. Both of these
methods also encourage the speaker to focus on the ideas of the
Texas 4-H Youth Development | texas4-h.tamu.edu Page 2

public speaking PROJECT
speech rather than specific memorization of the words in a written speech. Focusing on the main ideas will help the
conversation flow more easily.
DO:
Activity 1: Throw That Fear Away
• Ask youth to write down on a piece of paper their fears, hesitations, or what they think is scary about giving a
public speech or talking in front of a group. Allow a few to minutes to complete this. Make sure no one writes
their name on their paper.
• Once everyone has completed writing their fear on their piece of paper, ask the participants to wad their paper
into a snowball-sized ball and go stand in an open space. The participants may stand in a circle or simply be
scattered randomly in the open space.
• Have the participants throw the snowballs at each other as if having a snowball fight. Continue to pick up the
snowballs nearby and continue throwing them for a few more minutes.
• When the facilitator calls to stop, everyone quits throwing and pick up one snowball that is closest to them.
• Ask each participant to introduce themselves and read the fears listed on the snowball they picked up. Ideally, no
one should have their own fears to read.
REFLECT:
• What common fears does our group have about public speaking?
• Do you think these are realistic fears?
APPLY:
• What are some strategies to overcome these fears?
• After discussion has come to a close, put a large trash can in the middle of the room and have everyone throw
away the fears. Encourage the participants to understand that participation in the Public Speaking group and
through practice, those fears can lessen, and they will build the confidence to become comfortable when
speaking in public.
DO:
Activity 1: Focus on the Auditory
• The focus of this activity is the auditory presentation; not the physical presentation.
• Prior to the meeting, ask each participant to bring a written document that they are somewhat familiar with. It
can be a short book, blog post, poem, monologue, or any short passage. The goal is for the passage is for it to be
about 1-4 minutes in length when read aloud.
»» Another option would be for the adult leader to bring several samples of written documents and allow the
participants to choose one.
• Ask each participant to take a turn reading their written document to the group. Ideally, since this activity is
focusing on auditory presentation, the speaker should not be at the front of the group where they are being
watched by everyone. There are several options for this:
»» All the participants would stay seated at their own chairs while the speaker reads from his or her own chair.
»» The speaker could sit in a chair at the front of the room with his or her back to the rest of the group.
»» The speaker could sit in a chair behind a curtain or sound-permeable divider, so the rest of the group can hear,
but not see the speaker.
»» The speaker could be speaking on microphone where he or she is out of the view of the rest of the group.

REFLECT:
• What was the hardest part of reading your passage today?
• What was the easiest part of reading your passage today?
• What were some good examples of things we heard today?
• Generally speaking, what are some things that our group could do to continue to improve their speaking?
APPLY:
• What are some ways that we can continue to improve with our speaking?
• How will speaking behind a curtain (or other auditory-only method) help us to get better at public speaking?
DO:
Activity 3: Storytime
One of the easiest ways that a speaker can relax is by telling a story that they are familiar with.
• Ask each participant to think of a story that they could retell in about 3-5 minutes. This story could be about
themselves, about someone they know, something they read, or completely made up.
»» A suggestion would be something that happened today at school or over the weekend with their family.
»» Do not focus too much on the content. Ideally, this would be a story they could tell off-the-cuff and should
not require any written notes.
• Ask the participants to get into small groups (approximately 3-5 participants). Ask each participant to share their
story with their small group.
• As the adult leader, observe the participants and take notes of voices, facial expressions, hand motions, etc. You
may even select one or two participants to share their story with the large group.
REFLECT:
• Was it easier or harder for you to talk when you were telling a story rather than focused on specific facts and
memorization of a speech?
• How did the speakers’ voices change throughout their stories? What about their facial expressions? Hand
motions?
APPLY:
• What can we learn from this activity that can help us to improve our speaking? (speaking is more than just
reading of words involving voice inflection, facial expressions, etc.; storytelling may be a way to help ease fears
when speaking, etc.)
• Review the “Tips on Controlling Fear with Public Speaking” handout. Ask participants if there are any additional
suggestions on how to handle these symptoms or if there are additional symptoms – and their possible solutions
– that may not be listed.
Additional Activities to Extend the Content:

There are many different activities, tip sheets, and articles on the Internet regarding public speaking. By far, the most
helpful activity to help reduce fear and anxiety is practice in a trusting environment. Here are two places to look
for more information:
• Public Speaking Power, http://publicspeakingpower.com/fun-public-speaking-activities/ has a list of fifteen fun
activities to try with your 4-H members.
• Glossophobia.com, http://www.glossophobia.com/index.html has videos from experts to help share tips and
tricks related to public speaking.

REFERENCES:
• Croston, G. (2012, November 29). The thing we fear more than death. Psychology Today. Retrieved from https://
www.psychologytoday.com/blog/the-real-story-risk/201211/the-thing-we-fear-more-death
• Glossophobia.com. (n.d.). http://www.glossophobia.com/
• Grayson Riegel, D. (2013, January 17). 3 strategies for managing public speaking anxiety. Fast Company. Retrieved
from https://www.fastcompany.com/3004857/3-strategies-managing-public-speaking-anxiety
• Harvard Extension School. (2013, February 27). How to overcome the fear of public speaking: 3 tips [Video file].
Retrieved from https://www.youtube.com/watch?v=_3fz0eiBGvA
• Menabney, D. (2018, January 18). Want to be a more confident speaker? Tell a story. Fast Company. Retrieved from
https://www.fastcompany.com/40517079/want-to-be-a-more-confident-speaker-tell-a-story
• Public Speaking Power. (2013). http://publicspeakingpower.com/
• Schwartzberg, J. (2017, December 11). Try this simple trick to beat your public speaking anxiety. Fast Company.
Retrieved from https://www.fastcompany.com/40505149/try-this-simple-trick-to-beat-you-public-speaking-
anxiety
• Texas A&M AgriLife Exetnsion Service. (1999). Public Speaking...4-H Style (COM 1-2.050). Retrieved from https://
texas4-h.tamu.edu/wp-content/uploads/2015/09/publications_public_speaking_4h_style.pdf
• Utah State University Extension. (2017). Discover 4-H: 4-H Public Speaking Clubs. Retrieved from https://usu.co1.
qualtrics.com/CP/File.php?F=F_1Gm9L54i34rcOhL
Support Materials/Graphics (please attach all support materials, handouts, high resolution graphics that
should be included or attached at the end of lesson)
Tips on Controlling Fear with Public Speaking

Adapted from: Public Speaking…4-H Style (1999)
Many individuals experience nervousness or anticipation prior to a speech. These feelings can range from being
slightly “keyed up” to complete physical panic. What we refer to as “fear” comes from the strong desire to do our
best in front of others. The only speaker or performers who do not experience some sensations are those who do not
care how they do. The following chart will help you identify and relieve your specific symptoms.
Remember, even if you drop all your notes, ruin your notecards with iced tea, fall on the way to the lectern, break off
your heel on the platform, or blow out the bulb on the projector, do not apologize – cope! Life is full of unexpected
events. The way you handle the unexpected is what is important. You owe the audience the courtesy of not making
them suffer for your discomfort. So, speak without notes or shoes or projects. Get your main points across in a
simple, clear manner and do no worry that it was not the way your planned – not much in life it!
Relax! Here are some ideas to try:

• Brisk exercise such as walking or jogging can reduce tension.
• Yawning is relaxing.
• Deep breathing. With mouth closed, inhale through your nose as deeply as possible. Hold this breath to the count
of five (1-2-3-4-5) and then release it to the count of ten (1-2-3-4-5-6-7-8-9-10). Repeat several times.
• Become a rag doll and shake out your body.
• Stop and exhale or pause and swallow. Allow your hands to unclench and your armpits to breathe. Change
positions at the lectern.
• Avoid anything to drink stronger than water because it can bring on various side effects such as burping, nausea
or worse. Especially avoid caffeine drinks, alcohol or pills or drugs that stimulate or relax. Any of these products
can produce an adverse effect at the wrong time.
• Build confidence.
• Strive for success. Set yourself up for a successful speech with adequate preparation and a sincere desire to share
your knowledge or experiences with your audience. The feeling of success will be well worth any anxieties you
have experienced.

Symptoms Solutions
Nervous stomach (butterflies) Slow, controlled breathing. Avoid eating prior to speaking.
Vomiting, nausea, diarrhea Avoid eating ahead of time.
Consult your doctor or pharmacist for over-the-counter
preparations.
Jelly legs Move around. Shaking rarely shows to the audience so try not
worry about it.
Trembling hands and a rattling manuscript Use 3x5 cards. Connect them by rings and flip up each one as you
use it. Or invest in a small notebook in which to place the cards.
Stumbling over words, getting “tongue- Breathe deeply and slow down your speaking. Repeat a sentence
twisted” or major bloopers if necessary. Do not apologize.
Shortness of breath Swallow, breathe and exhale. Make eye contact with a friendly
face and continue.
Shaking voice Make strong eye contact with a friendly face. Swallow and lower
your pitch. Slightly increase your volume.
Blushing From a distance and under the lights, this usually looks like a
healthy glow so try to forget about it and continue.
Red blotches on neck Avoid low-necked clothing.
Cold hands and feet Move around; make some hand gestures.
Hoarseness prior to speaking Remain silent for 24 hours before speaking. Do not even whisper.
Drink lots of warm drinks. If the problem is still present when you
begin to speak, move in close to the microphone.
Going blank Look at your notes. Consider this pause a “thoughtful silence.”
Excessive perspiration (arms) Light colors show circles less. Dress shields (purchased at a fabric
shop) pinned under the arms can be helpful. Try an antiperspirant.
Excessive perspiration (hand and forehead) Take a cotton handkerchief to absorb moisture on your palms.
Wipe your brow with no apology, if you absolutely must.
Dry mouth Avoid drying agents such as antihistamines and decongestants.

Even salt water tends to dry. Use lip balm on your lips and even
teeth. Keep a lemon drop, small peppermint candy, or cinnamon
candy under your tongue to produce saliva.
A cold or cough Take tissues and even a cough drop to the lectern. Do not
apologize to your audience. The cold seems worse to you than to
them.

Lessons 4-H PUBLIC SPEAKING PROJECT
Developing Your Own Style: Verbal and

Non-Verbal Strategies
While the content of a speech is extremely important, verbal and
non-verbal actions of the speaker can certainly influence how the
audience interprets the content and reacts to the speech. This
lesson will explore verbal and non-verbal actions such as body
language and voice to help beginning speakers identify actions
that will positively influence their speaking, as well as behaviors to
avoid during a speech.
DO:
Activity 1: Body Language and Voice
Park Bench
TIME: This game will focus on body language and what we see and learn
60-90 minutes from it.
Each member chooses a “character” to play. There is a list of

MATERIALS NEEDED:
Activity 1: Body Language and Voice Character Cards if needed for ideas. Feel free to include additional
• Printed character cards, cut individually characters on the play cards that may be more applicable to your
• Bench (or two chairs seated side-by-side group or allow students to select their own character.
Activity 2: Public Speaking Do’s and Don’ts
• Printed Do’s and Don’ts Role Play Cards, Using body language, the first player sits silently, “on a park
cut individually bench,” displaying as much about their character as they can
• Whiteboard or easel pad without using any verbal cues or words. The next player walks in,
• Marker for whiteboard or easel pad again, using body language and no verbal cues or words to act out
Activity 3: You Be the Judge their character.
• Computer with internet connection
• Links to YouTube videos
• Projector for computer The two players interact for only about 10-30 seconds and then
• Blank screen or wall for video projection the first player finds a reason to leave. The second player is then
• Speakers to hear audio from video left to sit on the park bench along until the third player comes in,
• Blank paper (or public speaking scoring again focusing on body language and not on verbal cues or words.
rubric) for each student This continues until all the members have had a chance to play
• Pencils/pens for each student once or twice.
What did the members notice about how people were acting?
OBJECTIVES:
The 4-H member will be able to: Sitting? Standing? Did you want to talk to certain people more
• The student will be able to understand the than others? Why? Talk to members about the importance of non-
role of body language in a speech. verbal cues.
• The student will be able to understand the
role of verbal actions in a speech. Hello
• The student will be able to identify good Now let’s add the voice. Discuss the importance of diction, tone,
and bad verbal and non-verbal actions of a and projection.
speaker.
• The student will be able to identify verbal Have members practice saying “hello” in the following styles: (May
and non-verbal skills to practice in order to
repeat the word “hello” as many times as needed)
improve their speaking abilities.
• Shyly

• Greeting someone you would rather not see
• Answering the phone when no one is there
• Looking for someone you can’t find
• Telling someone that something he/she just said is sort of dumb
• Boomingly
• Answering the telephone
• Trying to get someone to open a door
• Flirtingly
• Greeting someone you haven’t seen for a long time
• Add other variations as needed
REFLECT:
• Be aware of how your body position and movement is involved in communicating your verbal message to others.
Is your body sending the same message as your words?
• Can you change your body to make your message clearer?
• When talking with someone, notice their body language. Are you able to understand their message more clearly
by watching their body movement?
• How does the pitch and volume of your voice affect the message you’re communicating?
APPLY:
• How does body language used during a speech differ from body language used in daily interactions?
• How does body language affect your daily conversations?
• Does your body language appropriately demonstrate what you would like to share? Does it need to be adjusted to
better demonstrate your emotions?
• How does your voice (pitch, tone, and volume) affect your daily conversations?
DO:
Activity 2: Role Playing: Do’s and Don’ts
On a whiteboard or easel pad, make two columns: One that says. “Do’s” and one that says, “Don’ts.” Ask each
member or pair of members to draw out one of the Do’s or Don’ts Role Play Cards (attached). Ask the individuals or
pairs to demonstrate or act out the correct and incorrect way of giving a speech, based upon what was written on
their Role Play Cards. Have the other members guess what they are doing.
As the members guess or give suggestions on what the members are acting out, write the action item on the
whiteboard or easel pad under the appropriate “Do’s” or “Don’ts” column. When discussing the actions, group
them into categories such as body language (eye contact, posture, gestures, movements), words (um, er, like, please
consider, studies show, etc.), what to wear, speaking voice (loud, soft, vocal patterns, etc.). Also highlight any other
suggestions that may arise.
REFLECT:
• Discuss what Do’s and Don’ts were seen.
• Which actions are good and which actions are bad during public speaking?
• What are some ways we can implement the desirable (good) actions during a speech?
• What are some ways we can avoid the not so desirable (bad) actions during a speech?

APPLY:
• What are some actions you can work on individually to help improve your speeches (posture, saying um, rocking
back and forth, talking too quietly, etc.)?
• We just identified ways that we can use good actions and avoid bad actions when speaking. Which actions are
you personally going to put into place to help you become a better public speaker?
• What can I, as your adult leader, help you with so you may continue to improve?
• Determine a simple topic for a 2-3-minute speech and encourage speakers to develop a short speech and
implement the skills discussed during this project meeting. This could also be a “homework” assignment and ask
speakers to come back to the next meeting prepared to give their speech.
DO:
Activity 3: You Be the Judge
As a group, watch a video (or two or three) of 4-H demonstrations on YouTube. Some examples are as follows:
Squeak: https://youtu.be/s-dqHvfls0Y
The Affordable Laundry Act: https://youtu.be/ggSqTYPAjp8
4-H Presentations: Presentation Using Audio Visual: https://www.youtube.com/watch?v=qX0NX15KEJ0)
As members view the videos, encourage them to take note of the speakers’ voice (projection, inflection, tone, volume,
etc.), body language (posture, fidgeting, eye contact, hand motions, etc.), as well as other verbal and non-verbal
actions such as poise, confidence, attire, and even visual aids. Members could take notes on their own blank paper or
use a scoring rubric for a 4-H speaking event.
REFLECT:
• After each demonstration, ask the group to evaluate the presentations as if they were the judges. Some
suggested questions are as follows:
• What were some of the strengths?
• What were some weaknesses?
• Select an action seen in the video (for example, use of voice). Ask participants to describe the action as
demonstrated by each speaker, pointing out positive uses of this action and ways to improve for the future.
APPLY:
• If it were you giving the presentation, what would you do differently?
• Distribute the handout, Preparing and Delivering Your Speech. Discuss how some of these actions can be put into
practice.
REFERENCES:
• Texas A&M AgriLife Extension Service. (1999). Public Speaking...4-H Style (COM 1-2.050). Retrieved from https://
texas4-h.tamu.edu/wp-content/uploads/2015/09/publications_public_speaking_4h_style.pdf
• Texas A&M AgriLife Extension Service. (2010). 4-H Public Presentation Guide: Educational Presentations and Talks.
(4-H 3-5.012). Retrieved from https://texas4-h.tamu.edu/wp-content/uploads/2015/09/publications_public_
speaking_presentation_guide.pdf Michael Jackson R2D2
• Vokac, Ruth Ann. (2003). Play the Role, National 4-H Curriculum
SUPPORT MATERIALS/GRAPHICS:

Activity 1: Park Bench Character Cards
Michael Jackson R2D2
Mark Zuckerberg Harry Potter
Mom Elsa from Frozen
Ariel from The Little Mermaid Santa Claus
Wonder Woman Witch
Batman Iron Man
Chef Mickey Mouse
Justin Bieber Humpty Dumpty
A zombie Firefighter
George Washington Policeman
Superman Mailman
The Incredible Hulk Teacher
Spiderman Taxi Driver Mom
Frankenstein Old Man / Woman
Darth Vader Dad

Activity 2: Public Speaking Do’s and Don’ts Role Play Cards
You slouch in front of your audience. You sigh with boredom between
sentences.
You start walking back to your seat before You tap your foot loudly while you are
you finish speaking. speaking.
You swallow frequently. You lose your composure while speaking.
You giggle nervously at the end of each You continually look at a clock or your
sentence. watch to check the time.
You stare at the back wall to avoid eye You stare at the ground to avoid eye
contact with the audience. contact with the audience.
You gesture too wildly. Your voice trails off at the end of every
sentence making it hard to hear what you
are saying.
You lose eye contact with your audience You make eye contact with the teacher
as soon as your speech finishes. and no one else.
You insert many meaningless words into You speak with a monotone voice.
your speech.
Your face remains expressionless. You fidget with your clothing or hair.
You speak so loudly that your strain you Your voice and body remain tense
voice. throughout the speech.
You start speaking as you walk to the You turn your back to the audience.
front of the room.
You mumble so that nobody can un- You speak too quietly.
derstand you.
Your gestures do not match what you are You read directly from your notes.
saying.
You forget what you are saying. You speak so fast no one can understand
what you are saying.
You finish too early. You finish too late.
You pause for long, awkward periods of You chew gum loudly during your speech.
time.
You wander around walking back and You use too many jokes.
forth during your speech.
You speak clearly. You stand tall and show confidence.
You have the right amount of eye contact. You seem enthusiastic about your topic.
You spend the allotted amount of time Your hands do not distract from your
discussing your subject. message.
You do not appear nervous. You use facial expressions to
appropriately convey your message.
You have your speech memorized so you You avoid using “filler words” such as um
do not need to read directly from your or like.
notes.
You use jokes to illustrate points or grab You remain on topic and do not deviate
attention. from your speech’s purpose.
You use gestures to illustrate points. You do not fidget nervously, distracting
your audience.
Activity 3: Preparing and Delivering Your Speech
Preparing to Give Your Speech

A speech should be prepared far enough in advance to allow time for adequate practice. It is best not to memorize
the speech word for word, but rather to visualize and learn the sequence of the speech.
Transfer the detailed outline to an abbreviated form on notecards. You will need only a key word or memory lead
to bring the thought to mind. Often when you write a speech out word for word, you tend to read or memorize.
Speeches should be spontaneous and fresh. After you transfer your speech outline to notecards,
you are ready to practice. Carry your cards with you and rehearse orally or silently as often as possible.
Before speaking, reduce the number of notecards, type or write in waterproof ink and number the cards. Memorize
the introduction and the conclusion. You should never look at your notes for those important parts of your speech.
Have a “dress” rehearsal. Put on the clothes you plan to wear, and try your speech using your notecards. Unless you
are told that the occasion is informal, nice clothes are appropriate. For males this means a coat and a tie, either suit
pants or dress pants and a solid-colored shirt. It also means dark socks and shoes. Females should
wear a nice dress with a proper hem length and wear appropriate shoes. Both males and females should dress
attractively and simply. Avoid clothing or accessories that detract from what you are saying. Solid colors or small
patterns are better than large prints or plaids. New clothes are not recommended. Until you wear and work in
clothes, you have no idea how they fit and move. Polish your comfortable shoes (if they are in good shape) and wear
them. If you must wear new shoes, break them in before the speech.
As you conduct your dress rehearsal, tape record your speech and listen to it to hear what you are actually saying.
Make the necessary corrections and listen again. If time permits, videotape your speech and view the playback. This is
helpful in recognizing mannerisms, gestures or facial expressions that distract from or enhance the speech.
Arrival
Arrive early enough to check the facilities. Check the room temperature. The cooler the room is, the more responsive
the audience will be. Test the microphone. You should be able to stand 8 to 10 inches away from it and speak in a
conversational tone. Check the route you will take from your seat to the lectern or speaker’s stand. Be aware of steps
or obstacles. Eat before going to the program, even if a meal is provided. Most speakers do not perform as well on a
full stomach. This will not be your “last supper!” Perhaps you can arrange to have your meal served after you speak. If
not, eat and drink lightly during the meal.
Microphone Tips
A microphone can be your best aid or your worst enemy. A microphone does not guarantee quality. Do not use a
microphone unless it is necessary. When you boost your voice naturally, you also increase your energy level. Vocal
“pumping” to project to the back row or to the most distant corner is what makes a speaker feel stronger and more
in charge. If you choose to use a microphone, adjust it to your height. The audience will wait; they have come to hear
you. After you have adjusted the microphone, do not touch it again. Back away if it hums or if you get feedback. A
microphone test is conducted by speaking, not thumping, tapping or blowing. This test should be conducted before
you begin the program.
Delivering Your Speech

• After the chairperson or Master of Ceremonies introduces you:
• Rise and walk to the lectern.
• Take a deep breath and exhale slowly.
• Smile.
• Establish eye contact with at least three friendly faces.
• Adjust the microphone.
• Wait until the audience is quiet. Do not rush, give them time to look you over.
• Briefly acknowledge your introduction, if necessary.
• Begin speaking—you are in control.
Speak Out
Speak clearly and distinctly. Make sure you are being heard. Do not rush. Your audience has not heard this speech, so
be especially careful not to speak too fast, not to drop your voice at the end of sentences, run your words together or
speak too softly. Speak in a voice that is natural, distinct, and loud enough to be heard. A friendly, confident tone of
voice in the most convincing.
Establish Eye Contact

Establish eye contact with your audience. Each person in the audience should feel as if you are talking personally
to him. With a small audience, use a semicircular pattern of eye contact. With larger groups, a figure-eight pattern
will include all members of your audience. You should spend at least 75 percent of your speech making eye contact.
Strong effective eye contact means holding your look until the audience member
responds to you.
Audiences take on the emotion of the speaker, so use appropriate expressions. Smile from time to time to
demonstrate your interest and enthusiasm for the subject. Then adjust your expression and tone when you are
talking about a serious subject. Look and act as if you are enjoying the presentation.
Check Posture
Stand up straight with your feet slightly apart. Distribute your weight on both feet and be careful not to lock your
knees. Do not lean on the table or podium or twist one foot behind the other. Avoid swaying back and forth or
rocking up and down. Feel free to move about as long as the movements are not distracting from what you are
saying.
Watch Hands
Use your hands for meaningful gestures. When you are not using them, let them drop loosely to your sides or place
them on each side of the lectern in a “gesture ready” position. Relax and keep your shoulders loose. Let your armpits
breath. Avoid additional mannerisms that may be distracting to the audience such as pushing back hair or rocking
back and forth.
Choose Words Carefully

Be certain that the words you use in your speech have the same meaning to your audience that they have to you.
Make a Graceful Exit

After the conclusion, it is inappropriate to say the token “thank you” we often hear. This ending style, which is popular
with many speakers, is not necessary. However, it is appropriate to warmly compliment the audience for being good
listeners or to thank them for allowing you the opportunity to share with them. If your listeners are inspired by your
final words, they will remember the speech as a positive experience.
Getting to Know Your Audience
As a 4-H member, you will have many opportunities to make
speeches. These challenging occasions will help you to develop
communication skills you will use throughout your life.
Effective speakers are not necessarily polished or perfect. Instead,

they are energetic, direct and warm human beings who are
knowledgeable about their subject matter and involved with their
audiences. Good speakers are not born, they are developed. Each
presentation should be a learning experience.
Speakers are more comfortable and do a better job when they

analyze the occasion, the physical facilities and the audience, as
well as plan what is to be said in advance.
TIME: Know the Occasion:

60-90 minutes
1. When is the talk to be given? Check and double check to
MATERIALS NEEDED: be sure that you have the correct date. Mark the date on
Activity 1: Breakfast of Champions your calendar. If possible, have the host send you a written
• Five or six empty cereal boxes confirmation.
• Each box should reflect a specific target market
2. Find out the time of the meeting and the approximate time
Activity 2: Would you Rather
• Would you rather question set you will begin to talk.
3. Find out how long the total program will last and how much
OBJECTIVES: time will be allotted for your use.
The 4-H member will: 4. What is the purpose of the meeting? Is this a regular meeting
• The students should develop a better under-
standing of demographic audience character-
or a special meeting planned primarily to hear you speak?
istics 5. What procedures will be followed? What amount and type of
• The students should develop a process to inves- audience participation is desired?
tigate audience members’ traits and character- 6. Is the meeting formal or informal?
istics.
7. What is the overall program about? How is your talk related
• The students will learn how information
regarding audience members’ backgrounds and to the program? You may make some changes in your delivery
characteristics is used to develop speech topics if you know you will be appearing at the end of a long line of
that are specifically tailored to those listeners’ speakers, when your audience may be bored, or after a meal
interests and needs. when they will probably be sleepy.
8. Where is the talk to be given?
9. Will your talk be given in a public hall, church, school,
community center or home?
10. Will the room be large or small? Will you have a speaker’s
stand? If so, where will it be located? Will you use a
microphone? If so, what type?
11. What facilities are available for control of light or ventilation?
12. What audio visual equipment (if needed) must you, the
speaker, provide?
13. A visit to the place where the talk is to be given might be a
valuable step in your early preparations. If possible, try to set
up the surroundings so you will be comfortable. The more

familiar you are with the setting, the less nervous you will be. Be sure to check the lectern and microphone.
The Audience
1. Who will be in the audience? Why are they there?
2. How many people will be there? You must know this if you plan to distribute handouts or other materials.
3. Will the audience be predominantly males, females or evenly mixed?
4. What will be the age span of the audience members?
5. What are the major needs and interests of the audience members at present? This is the key toyour whole speech.
A speech on goal-setting would not be appropriate for residents of a nursing home.
6. What do the audience members know about the subject? What are their attitudes toward it? If you know
something about your audience (age, knowledge of your topic, how your topic will affect the members, etc.), you
will be better able to plan a speech that speaks directly to the members.
Information Please! (see attached handout)

• The following information sheet is a professional way to evaluate a speaking situation.
• Provide your host with a copy of the information sheet. Ask your host to complete this as soon as possible so you
will have adequate preparation time.
DO:
Activity 1: Breakfast of Champions
• Divide into groups (based on the number of cereal boxes)
• Have the groups to conduct a demographic audience analysis of the type of person they believe would purchase
that specific cereal. The groups should review the cereal box to reveal typical purchasers’ age range, gender,
economic background, social status, group membership, etc.
• Encourage groups to be creative and imaginative, but they must be able to explain the evidence that led them to
make certain conclusions regarding the purchasers.
• The groups should then brainstorm and select a speech topic that would appeal to those purchasers.
• The groups should come up with at least two potential topics.
• Each group will then present its findings aloud to the full group by:
1. describing the cereal box,
2. explaining the audience profile, they have generated and
3. revealing the two potential speech topics.
REFLECT:
• Did the groups create an accurate audience profile?
• Would the speech topics capture the attention of the identified audience?
• What role does the audience have in effective public speaking.
APPLY:
• Use this discussion to reinforce the concept that listeners are interested in speech topics that relate to their
needs and their lives.
• How will you use what you learned to better prepare for future speaking opportunities?
DO:
Activity 2: Would You Rather?
• Make your list of questions. Would You Rather is easy to adapt to any event, grade level, or theme. The game can
be played in a more formal or informal setting.

• Call the group together and explain your chosen rules. Designate one side of the room “Option A" and the other
side “Option B."
• Ask each question and ask participants to move to one side of the room or the other, depending on which option
they “would rather."
• Have each side explain their reasoning behind their decision. In a more formal game or a larger group, you could
give each side a few moments to consult as a group and present their top three reasons for their choice. In a less
formal game or smaller group, each person could say their top reason for their choice.
• Have each side explain their reasoning behind their decision. In a more formal game or a larger group, you could
give each side a few moments to consult as a group and present their top three reasons for their choice. In a less
formal game or smaller group, each person could say their top reason for their choice.
• Repeat at least 3 to 5 times, more if time permits.
REFLECT:
• Were the groups always the same depending on the question?
• How does knowing your audience makeup help you with speech preparation?
• Does the views of audience change based on the question?
APPLY:
• How will you prepare for your next speaking event by understanding your audience?
RESOURCES:
• Price, Nancy. “Public Speaking…4-H Style”. Texas Agricultural Extension Service. Com 1-2.050. June 1999
• Gibson, Jill. “The Breakfast of Champions: Teaching Audience Analysis Using Cereal Boxes .” Texas Speech Com-
munication Journal, www.etsca.com/tscjonline/1206-cereal/.
• Meredith, Janis. “100 Would You Rather Questions.” SignUpGenius, Signupgenius, 7 Dec. 2018, www.signupgenius.
com/groups/would-you-rather.cfm.

Would You Rather? Activity
Would you rather always take a cold shower or sleep an hour less than you need to be fully rested?
Would you rather always get first dibs or the last laugh?
Would you rather always have to say everything on your mind or never speak again?
Would you rather always lose or never play?
Would you rather always wear earmuffs or a nose plug?
Would you rather always win pie-eating contests or always win wheelbarrow races?
Would you rather be 3 feet tall or 8 feet tall?
Would you rather be 3 feet taller or 3 feet shorter?
Would you rather be a deep sea diver or an astronaut?
Would you rather be a dog named Killer or a cat named Fluffy?
Would you rather be a giant hamster or a tiny rhino?
Would you rather be able to hear any conversation or take back anything you say?
Would you rather be able to read everyone’s mind all the time or always know their future?
Would you rather be able to stop time or fly?
Would you rather be an unknown minor league basketball player or a famous professional badminton star?
Would you rather be born with an elephant trunk or a giraffe neck?
Would you rather be forced to tell your best friend a lie or tell your parents the truth?
Would you rather be forgotten or hatefully remembered?
Would you rather be hairy all over or completely bald?
Would you rather be happy for 8hrs/day and poor or sad for 8hr/day and rich?
Would you rather be invisible or be able to read minds?
Would you rather be rich and ugly, or poor and good looking?
Would you rather be stranded on an island alone or with someone you hate?
Would you rather be the most popular or the smartest person you know?
Would you rather be the sand castle or the wave?
Would you rather eat a bar of soap or drink a bottle of dishwashing liquid?
Would you rather eat a handful of hair or lick three public telephones?
Would you rather eat a stick of butter or a gallon of ice cream?
Would you rather eat a stick of margarine or five tablespoons of hot pepper sauce?
Would you rather eat poison ivy or a handful of bumblebees?
Would you rather end hunger or hatred?
Would you rather find true love or 10 million dollars?
Would you rather get caught singing in the mirror or spying on your crush?
Would you rather get even or get over it?
Would you rather give bad advice or take bad advice?
Would you rather give up your computer or your pet?
Would you rather go to an amusement park or to a family reunion?
Would you rather go without television or junk food for the rest of your life?
Would you rather have a beautiful house and ugly car or an ugly house and beautiful car?
Would you rather have a kangaroo or koala as your pet?
Would you rather have a missing finger or have an extra toe?
Would you rather have x-ray vision or bionic hearing?
Would you rather kiss a jellyfish or step on a crab?
Would you rather know it all or have it all?
Would you rather live without music or live without T.V.?
Would you rather love and not be loved back, or be loved but never love?
Would you rather make headlines for saving somebody's life or winning a nobel prize?
Would you rather meet an alien visitor or travel to outer space?
Would you rather never use the internet again or never watch TV again?
Would you rather not be able to use your phone or your e-mail?
Would you rather only be able to whisper or only be able to shout?
Would you rather own a ski lodge or a surf camp?
Would you rather publish your diary or make a movie on your most embarrassing moment?
Would you rather spend the day surfing the internet or the ocean?
Would you rather have one wish granted today or three wishes granted in 10 years?
Would you rather visit the Doctor or the Dentist?
Would you rather have a shower or a bath?
Writing Your Speech
In this lesson, youth will learn tips for presenting. They will learn
what is and is not effective when giving a speech. Youth will have
the opportunity to self-evaluate what they need to work on and
how to become better at giving speeches in public.
Learning about the various types of speeches provides the

opportunity for youth to decide how they would
like to present themselves, creating a greater sense of self-identity
and self-confidence. Being able to present
information formally about a topic he or she has researched
allows youth to be more independent.
Understanding the various types of speeches is the first step to

helping youth gain an understanding of how to
TIME: give formal speeches and develop the skill of communication.
60-90 minutes
DEMONSTRATIONS - Puts words with actions through showing
MATERIALS NEEDED: and explaining. By the end of this type of
Activity 1: Parts of a Speech speech, there should be a finished product.
• Labels with each part of speech written on
them IMPROMPTU
• Pen/pencil for each participant For this speech, a topic is randomly drawn. The speaker is given a
• Easel pad or white board certain amount of time to prepare and then present their speech.
• Simple speech (cut into sections)
• Tape
PREPARED SPEECH No visuals may be used in this type of speech.
Activity 2: Do’s and Don’ts of Giving a Good
Speech The speaker should write an original
• Do’s and Don’ts Role Play cards (cut up) 5 to 7 minute speech. Presenters use their own voices and public
Activity 3: Impromtu Speech presences to capture their audience’s attention
• Small softball
• Paper ILLUSTRATED TALKS
• Pencil or pen This speech uses visual aids to give information regarding a
• Topic cards topic. No final product is required, but photos, posters, and
• Timer/stopwatch presentations can be used.
OBJECTIVES: Essential Elements of a Speech

The 4-H member will: 1. Introduction — Those first few words count! Attract attention
• The student will learn about the different with a quote, poem, joke, startling question or statement
types of speeches.
of fact that is relevant to your topic. Spark the interest of
• The student will learn how to identify a
your audience and they will stay with you throughout the
topic.
• The student will be able to understand presentation. State the purpose of your speech and what you
how to outline a speech. hope to accomplish. Use these suggestions to introduce your
• The student will learn about essential speech but avoid using them purely for entertainment.
elements of a speech. 2. Body — The body is the meat of your speech. There are several
ways you can present information to your audience. You might

like to try one or more of the patterns described below.
• Time pattern: arrange your talk historically around the past, present, and future.
• Space sequence: arrange your talk geographically. For example, you might be interested in water pollution,
and could trace it from its source as it moves downstream.
• Problem-effect-solution: arrange your talk by stating a problem, describing its effects, and suggesting ways
to solve it. For example, the oven was too hot, the biscuits burned, so the biscuits were fed to the birds. This
approach is very effective in speeches because your experiences tend to fall into these categories.
• Narrative sequence: tell your story from beginning to end. Remember—it’s your story, so be sure to put
yourself into it.
1. Conclusion - Briefly summarize the main points. Appeal for specific action, if that is the intent of your speech. This
is your final opportunity to reach your audience, so make it count! Here are a few tips for ending your speech.
• Never talk about stopping. Stop!
• Always stop while your audience still wants you to continue.
• Close with the idea you want most remembered.
• Summarize the main points.
• Pay your audience a sincere compliment.
• Leave your audience laughing or smiling.
DO:
Activity 1: Parts of a Speech
• Prepare word strips ahead of time with different parts of a speech written on them and tape them on the board or
easel pad. If you can’t make these strips, write on the board.
• Find an example of a simple speech. Cut the speech into the respective speech parts. Make sure you split the
speech enough so that every club member has a part. You may need to find two speeches.
• Give club members sections of a simple speech and allow them time to figure out which part of the speech they
have.
• They can work individually, as small teams or with the entire group.
• Once they have decided which part of the speech they have, they should tape their part of the speech under that
label.
• Once all members have taped their section on the board, discuss the different sections of a speech.
• Once you have discussed each part of a speech, give club members a “second chance” to change where they put
their answers.
• If time permits, allow members to read or paraphrase the speech and see how well they were able to
• identify the different parts of the speech.
REFLECT:
• What did you learn about the best way to start a speech?
• Why is it important to catch your audience’s attention right from the beginning of the speech?
• Why do you need to use transition words in your speech?
• How does this help your audience pay attention to and understand your message?
APPLY:
• How can you catch the attention of your audience?
• What transition words can you use to help your audience understand the message of your speech?
• What are some ways you can improve on the written content of the speech?
• How can learning to write a speech help you in other aspects of your life?

DO:
Activity 2: Do’s and Don’ts of Giving a Good Speech
• On a whiteboard or easel pad, make two columns: One that says “Do’s” and one that says “Don’ts.”
• Have each member or a pair of members draw out one of the Do’s or Don’ts Role Play cards.
• Have different club members demonstrate or act out the correct and incorrect ways of giving a speech, based on
these suggestions. Have the other members guess what they are doing.
• As they give suggestions, one person could write the item on the easel pad or white board under the “Do’s and
Don’ts” columns. Give them categories to focus on such as body language (eye contact, posture, gestures/
movements), words (um, er, like, please consider, studies show...etc.), what to wear, speaking voice (loud, soft,
vocal patterns, etc.) Highlight a few of their suggestions.
• Discuss what Do’s and Don’ts they saw. Discuss why these are good or bad and how to implement or avoid them
REFLECT:
• What are things you need to work on personally to improve your speeches?
• How will you implement what you have learned in your future speech preparation?
APPLY:
• What ways will you implement public speaking into your everyday life?
• What contest or speaking opportunities can you participate in and select a topic to begin preparing?
DO:
Activity 3: Impromtu Speech
Impromptu speaking teaches youth how to think quickly and organize their thoughts into concrete ideas in a short
amount of time. This is a valuable leadership skill that will help youth in their school, community, and home.
• In this activity, club members will learn tips and tricks of how to give an impromptu speech.
• Leaders will review the parts of a speech and give members tips on how to give an impromptu speech.
• This activity can be done in groups or individually.
• Have each individual/group choose three random topics from the topic cards. Let them decide which topic they
would like to speak about.
• If completing the task in a group, assign each member one section of the speech.
• Give the individuals/groups 3-5 minutes to come up with their introduction, three main points, and conclusion.
• In a group, the person assigned to each section will be responsible for giving that part of the speech.
• Have each individual/group give their speech.
• The club leader needs to set a stopwatch.
REFLECT:
• What are some of the unique challenges or difficulties of impromptu speeches?
• What things were most challenging?
• How do impromptu speeches differ from prepared speeches and demonstrations?
• How could you prepare ahead of time for an impromptu speech?
APPLY:
• What are some instances when you might have to give an impromptu presentation or speech in real life?
• How can learning to quickly come up with ideas and be able to present them be beneficial in your future?
RESOURCES:
• Price, Nancy. “Public Speaking…4-H Style”. Texas Agricultural Extension Service. Com 1-2.050. June 1999

Tips on Preparing Your Speech (From Public Speaking…4-H Style)
Select a Topic
Often you will be assigned a topic or theme for your talk. If you are given the opportunity to choose your own, speak
on a subject in which you are interested or on one of which you have firsthand knowledge.
When a person deals with a subject about which he is familiar, he generally will make his best speech. Leave the
literary masterpieces to the writers of books and prepare an effective talk that is brief, direct and positive. Use short
words and sentences.
To decide if your selected topic is suitable, ask yourself these questions:

1. Does it fit me?
2. Does the topic fit my capabilities, knowledge, experience and intelligence?
3. Does the topic fit my audience?
a. Will the audience be interested in it?
b. Will the audience feel “this concerns me?”
4. Does the topic fit the occasion?
5. Can the topic be covered properly within the time allotted?
Plan Your Purpose

Every speech should have a purpose determined by the needs and interests of the audience and your own interests
and capabilities. A speech may aim to:
• entertain
• inform
• stimulate (provoke inspirational or emotional reactions)
• convince or persuade
• actuate (secure action from the listeners)
• a combination of purposes.
Your first step in preparation is to decide the purpose of your speech.
Second, write out the purpose of your speech in clear and precise terms. If your purpose is to entertain, the approach
will be different than if the purpose is to inform or persuade.
Third, write yourself dry on the subject. Use your own knowledge and experiences related to the topic. Drain your
brain and put every idea you have on paper. Record each separate idea or fact on a 3x5-inch white notecard. Cards
allow you to shift ideas or to delete ideas as you organize your speech.
Fourth, research the topic if needed. Use your local Extension office, library or even interview authorities in the field.
Get as much information as possible. When you begin to prepare the second draft, be selective and cut the content
to fit your allotted time. Most people speak at a rate of 120 to 137 words per minute, so time yourself. Let this mass
of information rest a few days.
Organize Your Material

After your material has had time to rest, you are ready to read over the information and organize it into a basic
outline. List the major headings and group your notecards to suit the points you wish to make.
Remember a speech is made up of three basic parts: the introduction, the body and the conclusion. Your thoughts
must fall into one of these categories. Create your speech based on percentages.
1. Introduction is approximately 10 to 15 percent

2. Body is almost 75 percent
3. Conclusion is 10 percent
Introduction
The next step is to prepare your introduction. Someone has aptly stated, “Your first ten words are more important
than your next ten minutes.”
The introduction is short, but it should accomplish a great deal. If it is well-planned, you get the
attention of your audience, make members want to listen and inform them that your subject concerns
them.
Forget the ancient procedure of beginning the speech with statements such as: “Mr. Chairman, honored guests,
ladies and gentlemen, it is a distinct pleasure to come before you this evening.”
Simply respond with a polite “thank you” and immediately begin your speech.
Here are some example introductions to give your ideas.

1. A personal narrative is by far the best opening for a speech. If the speaker has a story that is pertinent, it will
establish a common ground between himself, his subject and his audience.
2. A startling statement of fact can capture the audience’s attention.
3. A quote is effective.
4. An appropriate story can capture the audience’s attention at the outset.
Body
Write the body of your speech. This is the longest part of your presentation and gives the important facts you are
covering. Select from two to five main points, depending on the length of the talk, and support each with at least
two illustrations.
Take each point in turn. Select a lead sentence and expand on it. The basic thought should be concentrated
in the first sentence. Each following sentence should relate directly to the basic thought of the total paragraph.
In building your ideas, begin with something familiar to your audience. Move from the known
to the unknown.
Remember to stick to the subject. The speech should be easy to follow and every bit of information should pertain
to the purpose of the speech. Give concrete examples for the audience to remember.
Make your language simple and colorful. Help your audience visualize your presentation. Instead of saying “The
tornado was 100 yards wide,” you could say “Its path was as wide as a football field.”
Conclusion
Next, write the conclusion. Since the conclusion is such a vital part of the presentation, spend adequate
time on this area. Careful planning is needed; conclusions do not just happen. Your audience
must be able to tell by your conclusion that you are “wrapping it up.” Remember in your conclusion:
• Do not introduce new material.
• Avoid false endings.
• End with the idea you most want remembered.
• Summarize without repeating the speech.
In planning your conclusion, consider the following suggestions.

• Summarize important points one by one.
• Use a quotation, a story or a poem that summarizes the importance of what you have said.
• Ask questions. For example, “What can you and I do about this problem or situation?”
• Then, answer the question by stating clearly what can be gained by acting, and what can be lost if action is
not taken.
• Call for action on the part of the audience. Challenge them to do something.
Parts of a Speech Activity – Word Strips
INTRODUCTION
ATTENTION GRABBER
PURPOSE OF SPEECH
BODY
POINT ONE
POINT TWO
POINT THREE
CONCLUSION
SUMMARY OF POINTS
NARRATIVE
TIME PATTERN
PROBLEM-EFFECT-SOLUTION
SPACE SEQUENCE
Public Speaking Do’s and Don’ts
Role Play Cards
You slouch in front of your audience. You sigh with boredom between
sentences.
You start walking back to your seat before You tap your foot loudly while you
you finish speaking. are speaking.
You swallow frequently. You lose your composure while

speaking.
You giggle nervously at the end of You continually look at a clock or your
each sentence. watch to check the time.
You stare at the back wall to avoid eye You stare at the ground to avoid eye
contact with the audience. contact with the audience.
Your voice trails off at the end of

You gesture too wildly. every sentence making it hard to hear
what you are saying.
You lose eye contact with your audience as You make eye contact with the teacher
soon as your speech and no one else.
finishes.
You insert many meaningless words You speak with a monotone voice.
into your speech.
Role Play Cards, Cont.
Your face remains expressionless. You fidget with your clothing or hair.
You speak so loudly that your strain Your voice and body remain tense
you voice. throughout the speech.
You start speaking as you walk to the You turn your back to the audience.
front of the room.
You mumble so that nobody can You speak too quietly.

understand you.
Your gestures do not match what You read directly from your notes.
you are saying.
You forget what you are saying. You speak so fast no one can
understand what you are saying.
You finish too early. You finish too late.
You pause for long, awkward periods You chew gum loudly during
of time. your speech.
Role Play Cards, Cont.
You wander around walking back and You use too many jokes.
forth during your speech.
You speak clearly. You stand tall and show confidence.
You have the right amount of eye contact. You seem enthusiastic about your topic.
You spend the allotted amount of time Your hands do not distract from your
discussing your subject. message.
You do not appear nervous. You use facial expressions to

appropriately convey your message.
You have your speech memorized so you You avoid using “filler words” such as um
do not need to read directly from your or like.
notes.
You use jokes to illustrate points or grab You remain on topic and do not deviate
attention. from your speech’s purpose.
You use gestures to illustrate points. You do not fidget nervously, distracting
your audience.
Random Topic Ideas -- List 1
Print and cut cards to have youth choose a topic out of a hat or container:
What issues face youth today and Explain why 4-H is important in your
how can 4-H help address them? life.
How would you encourage more What character traits have you
people to become 4-H volunteers? learned because of your 4-H
involvement?
Why is a sense of belonging an Generosity - What does it mean to
essential element of positive youth you and why?
development?
4-H focuses on the mastery of skills. Who do you feel has mentored you in
What skills have you learned in 4-H? your 4-H career and why?
What types of recognition do you feel What challenges have you faced in
are important for 4-H youth today 4-H and how have you grown from
and why? those challenges?
How would you define independence Explain the pros and cons of 4-H
as an essential element of positive Teen Leadership.
youth development?
If you could change anything about What are the benefits of youth/adult
the Utah 4-H program, what would it partnerships in the 4-H program?
be and why?
How would you encourage more Why is teamwork important in 4-H?
youth to join 4-H?
What is your vision of 4-H in the What do you feel are the most
future? valuable qualities in a 4-H teen
leader and why?
What has being involved in 4-H The most important lesson from 4-H
taught me? that I’ve learned so far is...
Explain why you “Bleed 4-H Green”? Discuss what “To Make the Best
Better” means.
What are the benefits of “Learning What important relationships do you

by Doing?” have in your life because of 4-H?
Discuss your most memorable 4-H Explain what “I pledge my head to

experience. clearer thinking” means to you.
Explain what “I pledge my heart to Explain what “I pledge my hands to

greater loyalty” means to you. larger service” means to you.
Explain what “I pledge my health to Explain what “For my community, my

better living” means to you. country, and my world” means to
you.
Discuss the most memorable event Who is your hero and why?
of your life.
If you could visit anywhere in the List what you feel are the most
world, where would it be? valuable qualities in a person and
explain why.
If you could describe yourself by a Explain your choice: hot dog or
color, what color would you be and hamburger?
why?
What is the secret to true happiness? Who is your favorite author and
why?
If you had someone famous visit If I were an author, I would write
your home, who would it be and about…
what would the visit be like?
One issue facing our society today If I could describe my personality as
is… a piece of fruit, which fruit would I
be?
My biggest concern for the future Explain the saying, “Real wealth is
is... never measured in money or
possessions.”
Explain or discuss the saying, Explain or discuss the saying, “Real

“Conservation is survival.” love is not the stuff of pop songs.”
Explain or discuss the logic behind

If I were an animal I'd be a... the statement, “Junk food’s
popularity relies on marketing.”
Discuss and explain the statement, Discuss the statement, “The world is
“To err is human. To forgive is a smaller place these days.”
divine.”
Discuss the statement, “The more we When I grow up...
communicate, the less we really
say.”
Discuss why or why not, goals are The most important lesson I’ve
good for you. learned in life so far is...
Discuss the statement, “Intelligence

is not enough.” If I ruled the world...
Do you agree that color affects the Explain how ill health begins in the
way people feel? Why or why not? mind.
Why do you think team sports build How is laughter the best medicine?
strong individuals?
Explain what you think the phrase,
“Fools and their money are easily Do you agree with the statement:
parted,” means. “Discipline is not a dirty word?”
Explain what the adage, “Beauty is Is “Children learn what they live
always in the eye of the beholder” with,” a valid statement? Why or
means to you. why not?
Do you agree with the statement, What characteristics make an ideal
“Poverty is a state of mind?” Why or hero and why?
why not?
What and who is an average person? Do you agree or disagree with this
statement: “Being young is over-
rated.” Why or why not?
In what situation is lying a good Does money “Make the world go
idea? round?”
What human quality do we need Who has been the most influential
more of and why? person in your life and why?
Share your thoughts on this Summer is the best and worst of

statement: “How we look is times. Why or why not?
unimportant. It's who we are on the
Do you inside
agree that
with counts.”
the statement: Explain and discuss how talking to
“The media controls how and what someone and talking with someone
we think?” Why or why not? are two different activities.
Explain and discuss what “Real
learning doesn't occur in a What would you rather be - wise or
classroom,” means. intelligent?
Do you agree with this statement?
“True wisdom comes from How is a sense of humor essential in
experience?” Explain why or why life?
not.
Do you think uniforms stifle Explain why uniforms do or do not
individuality? stifle individuality.
Explain why manners matter. Children should not watch television.

Explain.
Art is essential to life. Explain. Peace is possible. Explain.
What moral issue best defines you? What is the biggest effect of the
internet?
Describe your worst experience. Discuss the most memorable event in

your life.
Is knowledge more important than Is a glass half full or half empty?

wisdom? Explain your choice.
Why are humans so fascinated with Does technology live up to its

understanding the universe? promise?
Name some ghosts you would like to What would you say are three keys
meet and explain why. to a happy life?
Do you agree with the statement, Do you agree with the statement,
“You are what you eat?” “Professional athletes are overpaid?”
Which is better, dogs or cats, and How would you describe to someone
why? the ways to become a millionaire?
What is the importance of Which is better, real or fake

communication? Christmas trees, and why?
What is your opinion on curfews and Tell us about the worst/best book
why? you ever read.
What is your all-time favorite movie Tell us about your first memory.
and why?
Do you agree that the best things in What do you think the statement,
life are free? “Clothes make the man/woman,”
means?
What do you think about the idea of Tell us about your favorite sound and
“good versus evil?” why it is your favorite.
Do you think exams are/are not good Do you think it is important to

forms of assessment? meditate? Why or why not?
What are you grateful for and why? Who is your favorite relative and
why?
What is your favorite holiday and The greatest gift we can give others
why? is...
If I were invisible for a day, I If you knew you could not fail, what
would... would you do?
Who is the most successful person Do you think good grades matter?
you know and why? Explain why or why not.
If you were a tree, what tree would If you were elected president, what
you be, and why? would be the first thing you would
do?
If you could have any super power, If you could have any animal as a
what would it be and why? pet, what would it be and why?
Practice, Practice, Practice
Volume & Decibels – One of the first things you need to
determine about yourself before presenting any speech, is to
evaluate your own natural level of speech. Some people normally
speak at a lower volume than others. Some speak at a higher
volume. This is important to know so that you can match your
normal volume of speech with the location you will be giving your
speech. We will discuss location and situations a little further in
the lesson. For now, knowing what your normal level of speech is
important. You can do this by simply taking normally with people
and asking them if they think the “volume” in your natural voice
is normal, low or high. By asking several people, you can get a
starting point to determine your normal level of speech. Do you
want to get technical? Decibels measure the intensity of sound.
TIME: Normal speech between two people is about 50 to 60 decibels.
90 Minutes People who normally speak loudly are around 65 decibels and
those who normally speak softly are about 47 decibels. Consider
MATERIALS NEEDED: downloading and using an App on your phone to measure your
Activity 1 – Measuring Volume normal speaking volume. Who knows, you might learn something
• Volume Level Worksheet & Script in the process. Just so you know, shouting is around 75 decibels.
• (Optional) Downloaded App Sound Level!
(iPhone free edition) The goal of working on your volume is about creating a
• Pen/Pencil
comfortable sound level for the listeners. An uncomfortable
Activity 2 - Conducting Articulation
volume can be either too high or too low. Volume levels that are
• Conducting Articulation Handout
too high can distract the audience, and a volume level that is too
low can be frustrating when they cannot hear what the speaker is
OBJECTIVES: saying. You can impact the level of your speaking in several ways.
The 4-H member will:
Some things you can control, and some things you might not be
• Learn how to adjust the volume of your
speech able to control. Here are some tips to consider when working on
• Learn about articulation of words creating a comfortable speaking and listening level between the
• Learn to coordinate gestures and motion speaker and audience.
• Learn how to use feedback to make • Raise the level of your voice slightly if you tend to speak softly
adjustments or lower it a little of people tend to think you “shout” when
you talk. Shouting is not a comfortable situation for your
listeners.
• Don’t be the distracting noise. Keys or coins in your pocket can
create distracting noise.
• Stand closer or further from your audience to increase or
decrease the sound level without raising or lowering your
voice.
• Raise or lower your voice according to distance to the
audience, size of the room, background noise, or even
acoustics.
• Using a microphone doesn’t necessarily increase the sound

level. If you don’t know how to use a microphone properly, or the equipment is not set properly, your volume can
be too high or too low. Make sure when using a microphone to hold the mic up to your mouth like a “rock star.”
Move it away slightly if you need to lower the volume a little.
• Remember, raising and lowering your volume in your speech can add interest if used at the right moments to
emphasize points or draw you in closer
Articulation – What is articulation? If pronunciation is how we put sounds together to make words and speech, then
articulation is how well we do it. Like letters, words have their own sound. Articulation is how well we make those
speech sounds so that others can hear and understand. Do you know someone who mumbles when they speak? Do
you find yourself asking them, “what did you say?” or “quit mumbling!” The sounds they make are pronunciations,
saying it well enough for others to understand is articulation. It is an art. When it comes to articulation, there are
things you can do to help you make your speech easier to listen to and understand. Remember, this is different than
volume. It is about speaking clearly and placing emphasis on every syllable of a word. Practicing to clearly pronounce
every syllable of every word will help make your speech better because the whole idea is for your listener to both hear
AND understand what you are saying.
Gestures & Motion – Just as volume can add interest to your speech, so can gestures and movement. They can also
be distracting if you are not careful. What do I do with my arms and hands? What about moving around in front of
my audience. Movement and gestures by themselves do not add to the interest of your speech. It is all about how
and when you use them that makes all the difference.
Gestures with your arms and hands are an important part of the visual picture when you speak. They can reinforce
the words and ideas that you are trying to communicate. They should be natural and relaxed, not rehearsed and
robotic. You want your gestures to emphasize your point, not be the point. Sometimes we have gestures that we
make without thinking about them, perhaps because we are nervous. Not being aware of the gestures can send the
wrong message if you are not careful. Here are some non-verbal message you can send with your arms and hands
without knowing it:
• Hands on hips – overbearing, parental, or condescending
• Crossed arms in front of you – disagree, stay away, protectionist
• Hands crossed in front – feel weak, timid, or afraid
• Hands in your pockets – nervous!
• Hands down by your side – relaxed and confident. But don’t be a robot.
If you intent is to convey any of those messages, then by all means use them. Otherwise be cautious of how and
where you place your arms and hands. Here are some types of gestures you can use to add interest to you speech:
• Symbolic gestures – words, numbers, or position
»» Hand up to signal “stop”
»» Thumbs up to signal “agree”
»» Fingers to represent numbers, like number three “3”
»» Pointing to represent up, down, behind, etc.
• Descriptive gestures – ideas or movement
»» Spreading hands apart to show length (like how big the fish was)
»» Using hands to outline a shape (round or square)
»» Swaying hands to represent movement
• Emotional gestures – feelings
»» Fist to show anger or defiance
»» Palms together to signify pleading
»» Pointed finger (like an accusatory parent might do)
The most effective gestures are those that seem or appear natural. Practice or rehearsed gestures only convey that
you practiced them, not the message you intended to convey.

Motion is also used in public speaking to add interest and help lead the listener in a specific direction. For example,
stepping forward implies that you are getting to an important part of your speech. It adds a little tension to
the moment as you get closer to your audience. Stepping back, on the other hand, communicates that you are
concluding a point or your message and allows the listener to relax a little. Side to side movement can be used as
your transition from one topic, subject or point to another. Moving your body around can help support the points
you are trying to make, attract the audience’s attention, and even helps you burn nervous energy. However, it must
be controlled and purposeful in order for it to be effective. Never move without a reason. Too much movement,
even the right kind, can become distracting. This is especially true if it looks rehearsed. Counting steps in repetitive
movements can draw the attention away from what you are saying and the listener quits listening and becomes a
watcher.
Consider have three spots that you move to and from. One spot should be you “home” and the others are located to
the left and the right. Use the collection of spots to draw attention to you and your message. Rotate through them
like a mouse in a maze and you are sure to miss the cheese.
Feedback and adjustments – One of the best ways to get feedback is to practice your speech in front of others. Ask
them to give you some constructive criticism. Many would say that “practice makes perfect.” However, practicing
over and over again without any constructive feedback only makes you good at doing it wrong. Consider saying the
speech in the mirror and watching yourself. Remember to look at gestures and movement. One additional tool
you can use is the video camera on your cell phone. Record yourself delivering your speech. Try to replicate the
environment where you will be giving your speech to allow for room noise, volume level, and movement.
Don’t simply focus on the subjects covered in this lesson. You should be critical of the content of your speech,
including its organization, supporting research, and the delivery. Consider using a standard peer feedback form that
you can get specific feedback on different parts of your delivery. The Texas 4-H Public Speaking scoresheet is one good
resource you can use for feedback. Don’t forget to time yourself and see where you fall within your allotted time to
deliver your speech. Speeding up or slowing down should only be used to make very minor adjustments to the length
of your speech. Major adjustments that require you to shave or add 10% of more of your presentation will likely
require you to edit your content. Most important is Practice, Practice, Practice.
DO:
Activity 1 – Measuring Volume
Distribute the worksheet and script to each participant. Optional tool could be to have at participants download the
Sound Level! app and use it to measure decibels.
Ask participants to read the script in their normal “speaking” voice. Have others in the audience play the audience/
listener role and record their listening level on the worksheet. Use this activity with several volunteers to allow
others to see differences in volume levels of speakers and listener level preferences.
REFLECT:
Ask participants to offer general feedback about each person reading the script. Discuss how voices naturally vary in
terms of volume. Offer participants the opportunity to respond from different parts of the room, which reinforces
the idea that position in the room of the speaker/listener is important. This puts the speaker in the listener position
and the listener in the speaker position when the responding to questions from the facilitator.
Be sure to discuss other facets of volume, including background noise and other factors that might affect how the
room or setup of the room affects the listener’s ability to hear the speaker.

Is the room too small or too big? Are there noises coming from outside (like an air conditioner). Are the acoustics
in the room poor? Use these questions to discuss among all participant how they can adjust their own volume in
different circumstances. Explore other experiences they might have with rooms, noise, volume, microphones, etc..
DO:
Activity 2 – Conducting Articulation
Distribute the handout to all participants
Put the participants in small groups that are spread out enough to work simultaneously. This is a vocal exercise. If
you have room limitations, you can do this as one group.
Ask participants to rotate through the different roles (conductors, conductees, and listeners).
REFLECT:
Ask participants the share their experiences in the different roles. Consider using the following questions as
discussion and reflection points:
• What did they hear?
• When did they hear better?
• What makes it clearer or harder to understand?
Tongue twisters on their own are very challenging. When you change volume or speed, it can dramatically increase
or decrease the ability of the listener to hear what is being said (or articulated). How does this relate to speaking in
front of a group? Some may need to slow down, while others may need to speed up a little. The key is to focus on
pronouncing syllables and words, and more importantly ARTICULATING your speech.

Activity 1 – Measuring Volume Worksheet
Identify someone to be a “speaker” and others to be “listeners.” Put the “speaker” in the presenter position in front
of the audience. Scatter “listeners” around the room. Have them note where in the room they are (far, close, side,
etc.).
Speaker Script
The “speaker” can read the following as part of this activity. Be sure the speaker is in the “speaker” location.
“Head, Heart, Hands, and Health are the four Hs in 4‑H, and they are the four values members work on
through fun and engaging programs. All club members, at the beginning of every 4-H meeting should recite
the 4-H Motto and 4-H Pledge. That would sound something like this:
In support of the 4-H club motto, To Make the Best Better. I pledge my head to clearer thinking, my heart to
greater loyalty, my hands to larger service, and my health to better living for my club, my community, my
country and my world.
Thank you for your time and attention.”
Listener Log
Speaker Name Listener Volume Level Decibels Other Sound

Location (optional) Notes
Example: Mary __X___Front / Close _____Too high __58__ speaking Noise coming from
______Side __X__Just right __42__ not speaking other room.
______Back / Far _____Too low No microphone
Activity 2 – Conducting Articulation
Ask a participant to serve as the “conductor” like that of a symphony. Ask others to be the “musicians” in the
symphony who produce the sound. Add listeners like you would have an “audience” in an auditorium or music hall.
Conductor – The conductor can use their hands to speed up or slow down the symphony. A slow tempo is slower arm
movements, while a faster tempo is faster arm movements. Raising the hands higher asks the “musicians” to raise
the volume. Lowering the hands directs the musicians to lower the volume. The conductor should stand in front of
the symphony, between the “musicians” and the “audience”
Musicians – Gather as a group facing the “conductor” with the tongue twister of choice. At the commands of the
conductor, the musicians read aloud the tongue twister following directives to raise/lower the volume or increase/
decrease the tempo of the reading. At the end of the tongue twister, the symphony goes back to the beginning and
repeats until the conductors stops the reading.
Audience – This group should stand opposite the symphony and evaluate how well they can understand the tongue
twisters. Don’t let the audience see the tongue twister scripts. Ask the audience to tell the meaning of what they
symphony is saying or repeat the tongue twister.
Tongue Twister #1
Whether the weather be cold
Whether the weather be hot
We’ll be together whatever the weather
Whether we like it or not
Tongue Twister #2
I bought a bit of baking powder and baked a batch of biscuits.
I brought a big basket of biscuits back to the bakery and baked a basket of big biscuits.
Then I took the big basket of biscuits and the basket of big biscuits and mixed the big biscuits with the basket of
biscuits that was next to the big basket and put a bunch of biscuits from the basket into a biscuit mixer and brought
the basket of biscuits and the box of mixed biscuits and the biscuit mixer to the bakery and opened a tin of sardines.
Tongue Twister #3
A sick sparrow sang six sad spring songs sitting sheltering under a squat shrub.
A nightingale knew no night was nicer than a nice night to sing his nocturnals.
A rhinoceros rushed into a restaurant and ordered ribs of beef, rabbit, rolls, radishes, rhubarb pie, and rice.
A dozen double damask dinner napkins.
A single solid silver sifter sifts sifted sugar.
A rural ruler should be truly rural and recognize rural rivalry.
An artist went to sea to see what he could see at sea to draw but all the artist saw at sea is what we always see at
sea.
A roving raven on the roofing, raving.
Feedback Worksheet
INFORMATIVE (DEMONSTRATION) SPEECH

Speaker’s Name:__________________________________
Rate the following aspects of the speech presentation from 1 (needs improvement) to 5 (excellent) by circling the
appropriate number.
Excellent Needs Improvement
Gained attention & interest 5 4 3 2 1

Introduced topic ideas clearly 5 4 3 2 1
Organized ideas clearly 5 4 3 2 1
Developed & demonstrated each idea
with enough detail w/i time limit 5 4 3 2 1
Used transitions between ideas 5 4 3 2 1

Used visuals to show & clarify
main points/steps 5 4 3 2 1
Summarized ideas presented 5 4 3 2 1
Reinforced central idea 5 4 3 2 1
Closed presentation creatively 5 4 3 2 1
Kept eye contact 5 4 3 2 1
Use of voice, body & gestures 5 4 3 2 1
List 3 Strengths of the Presentation: ___________________________________________________________________________________

_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
List 3 Suggestions for Improvement: ___________________________________________________________________________________

_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Research Your Topic
What is PRE-Search? – Researching your topic is one of the most
important parts of developing your speech. When people listen
to your speech, they are taking in a great amount of information,
processing it, and then making decisions about what you are
saying. They could agree with you, disagree with you, or you could
change their view on a topic. The audience is especially aware of
the information you present to them. Is it true? Is it false? Does
is contradict what I believe? The research you do that supports
your topic can make or break the effectiveness of your speech.
However, research does a little more than just support your topic.
In other lessons that are designed to help you “select your topic,”
it is important to remember that doing some research to help you
narrow your topic is just as important as the research you do once
TIME: you have decided on your topic. That is called “pre-search.”
15-30 minutes
Sometimes you think you have your topic identified and know
MATERIALS NEEDED: what message you want to deliver. However, doing a little pre-
Activity 1 – Credible Resources; You Decide search on your topic might help you narrow your focus a little
• Credible Resources: You Decide Worksheet and really zoom into a more captivating idea that will draw your
• Pen/Pencil audience into your speech. Consider it research but remember
• Optional: phone, tablet, or computer with that it might result in you changing the direction to your speech a
web access little, and that is OK.
OBJECTIVES: Where do I find information about my topic? - The best thing to

The 4-H member will: do is go to Google and just type in your topic, right? Voilá! There
• Using pre-search to narrow your topic is all the information I need, right? Wrong! Ok, then where and
• Understand strategies to gather materials how to I gather my information and research for my topic? Here
and evidence to support your topic are some strategies you should follow when researching your topic
• Reliable/Credible sources for your speech and your speech:
• Referencing and citing your sources of • Start early
research and information • Print/Save your materials and mark them
• Take notes
• Use a variety of sources
Starting early is very important to developing a speech that is true
to the topic and is well-supported by facts. Sometimes, people
want to write their speech based on their own knowledge of the
subject, then “find” research that supports what message they
are trying to deliver. Assuming your audience will not see through
that dust cloud is a mistake. Your research should start early
in the development of your speech, as noted by the PRE-search
described earlier. Start early in your speech-writing process and
then continue the research throughout the process.
In today’s environment when people rely on the internet to search
for information, it is easy to find information (accurate or not),

read it, then move on to other information without keeping any real collection of information. If you can print it, that
is preferable (be sure to include headers/footers) and include not only the name or the resource, but also where it is
located and the publisher of the information. If you print it, then you can write in the margins, highlight information,
etc. If you are savvy enough to do that electronically, great. The key is to have and keep your research information
for referencing throughout your speech-writing process. You will need this information also when you create your
bibliography or summary of credits during or at the conclusion of your speech.
Aside from making notations in your research documents, it is a good idea to also take notes that follow your
research outline and help support your message. These notes are key points out of your research that you want or
need to include in your speech content. The notes can include statistics, quotes, or even ideas about your topic that
will help you deliver a convincing message.
Use a variety of sources when collecting research information. Much like a great CSI will always look for multiple
sources of the same information to lead the investigator to the truth, a good speech will always be supported by a
variety of sources that support the idea. Using a single source of information, even if the information is factual, will
always leave room for doubt with the listener. Use the internet, use the library, use magazines, use newspapers, use
books or use peer-reviewed journals or research papers that support your topic. This adds credibility and reliability
to your information. The audience will appreciate that you have done a good job of researching your topic. One
important detail about your research information is that it be current, especially if it is related to technology or
medicine. The research and information about these topics change very quickly and often. It is OK to have an older
perspective on your topic but be sure your research is up-to-date.
How do I know if my source is reliable/credible? – Anyone can put any viewpoint in a document and post it online
or publish it in a magazine, book, or newspaper. They key to reliable information is not easy and a simple Google
search is not a good choice. Consider the following things when deciding if a source of information is credible or
reliable:
• Avoid Wikipedia as a single source or main source of information. You might consider it a secondary source.
Review their references for primary sources of information.
• Use scholarly databases and sources (online or in libraries) like LexisNexis, InfoTrac, and EBSCO
• Use newspapers and magazines but avoid the editorials. Remember, they sometimes get it wrong.
• Should be an unbiased source and backed up by evidence. University of Maryland University College suggests
that you ask the following questions:
»» Is the source in-depth? Is it referenced with its own documented research or data?
»» Who is the audience of the article? Is the information directed at researchers, professors, or the general
population?
»» What is the purpose of the source? Does is report original research, provide information, entertainment,
news, industry?
»» Is the source reputable? Does the source have its own bias? Have scholarly people reviewed it for
accuracy?
»» Is the source current for the topic? For example, research information about Facebook from 2004 may no
longer be relevant or accurate today. Facebook has changed considerably since it was created in 2004.
»» Is there supporting documentation? Are there charts, graphs, data, documentation, or illustrations that
support the article?
• Tips on finding reliable sources of information
»» Books – books can be found on just about any topic unless it is a recent, cutting-edge topic. However,
books are considered a “secondary” source of information that generally cite original (primary) sources.
Use books for secondary information or to find primary sources in the bibliography. You can have printed
books found in physical libraries, a combination of physical libraries with electronic documents, and
exclusively e-online libraries. Regardless of where you find them, they are a good source of secondary
information.
»» Periodicals/Magazines – Unlike po-culture magazines, there are special-interest magazines that focus on

things like the economy, health, sports, science, and much more. These also serve as a secondary source
but may be a way to gather information and perhaps identify some actual research on your topic.
»» Newspapers and Blogs – another source of secondary research. These sources operate much like in
the same way. Keep in mind that many times, articles in these types of sources carry some level of
bias. However, they may serve to expose information about the audience, the topic, or some underlying
primary research on the topic. Proceed with caution.
»» Encyclopedias – These sources provide short and very general type of information about a topic. They
are available in both printed and electronic formats. You might consider using them on the front-end of
your research to help you narrow your topic, but you won’t find any great detail or supporting data for
the information. This is not the same thing as Wikipedia. Anyone can add/edit/delete information on
Wikipedia without supporting documentation for the edit.
»» Websites – This is such a general term that makes finding credible information a bit difficult. There is so
much information on the internet and websites. One way to navigate the sea of information online is to
follow these general rules about domains:
ʠʠ .com – these are commercial websites about or for companies and are generally used to promote a
good, product, or service. Be sure any information is not biased.
ʠʠ .org - many professional organizations end in .org and simply because they are not “companies” does
not mean they don’t have their own biases. Be wary.
ʠʠ .edu – these are generally university websites and are usually reliable. But don’t assume that all are
credible or reliable. A university that does not have a department teaching and studying biophysics
may not be as credible as a university that does.
ʠʠ .gov or .mil – these are government or military websites. These are generally your most reliable
sources of information. Be aware of political websites used to affect public opinion or sway politics.
• In today’s age, the term “fake news” has become quite popular. However, the concept is not new and has
been around for centuries, but with the biased news media, the internet and social media it has become a
“real” issue when looking up information and researching a topic. Kiely and Robertson (2016) suggest the key
is you must check the source and consider the following when gathering your info from “news sources”:
»» Consider the source – look at the website its contact information to see what their purpose is. Maybe it is
simply entertainment, maybe not.
»» Check the author – is the author credible or does the author even exist?
»» Read beyond – dig deeper into the article. Don’t just read the headline. Many of these are designed
specifically to get a “click.”
»» Supporting Sources – If there are links to sources, don’t assume they are correct. Follow up on them to
determine if in fact they are accurate.
»» Check your own biases – sometimes we only need someone to tell us we are right for us to believe it.
Referencing & Citing Your Sources – You must give credit where credit is due. The information you collect in your
research was created by someone else. You shouldn’t claim any research or information as yours if you didn’t do it
yourself. But that is why references and citations are so important. It adds credibility to your speech, and it avoids
you taking credit for work that someone else did.
There are many ways to reference your work in your speech. You reference your research within your speech
or at the conclusion or your speech. Here are a few examples of how you can include citations and research in your
speech:
Example 1: “In a 2019 article in the Journal of Adolescent Health studying 20,000 teens, it was determined that
greater parental involvement with teens leads to teens better health as they become adults.”
Example 2: “Journal of Adolescent Health published a study that showed good parent-teen relationships resulted in
healthier teens as they grew up.”

Activity 1 - Credible Resources? You Decide
Draw a line from the Source to the appropriate emoticon that indicates the likelihood of it being a credible
and unbiased source for your research. Be prepared to defend your answer as to why you believe the source
is credible or not. Also, think about what credible information could you get from each of these.
SOURCE
SAVE THE WHALES FOUNDATION
JOURNAL OF AMERICAN PEDIATRICS
THE WALL STREET JOURNAL
USCONGRESS.GOV
TEXAS BEEF COUNCIL (TEXASBEEF.COM)
MICHIGAN STATE UNIVERSITY (MSU.EDU)
TEXAS EDUCATION AGENCY (TEA.GOV)
AUTISMSPEAKS.ORG
Credible/Reliable SCIENCE.GOV NOT Credible/Reliable
WIKIPEDIA.ORG
SMITHSONIAN MAGAZINE
ENCYCLOPEDIA BRITANNICA
WEBMD.COM
U.S. CENSUS BUREAU

The important thing to remember is to record the following information about any and all information you find and
use in your speech:
• Name of the Author(s)
• Title of the Article
• Date of the Article (including original publishing date)
• Where it was published (Book, journal, magazine, online?)? Be specific to include the name of the book,
organization, publisher, URL etc.
• Page number, volume, etc.
DO:
Activity 1 – Credible Resources; You Decide
Distribute the worksheet to each participant. You can do this in pairs to allow for individual discussion between the
two.
Ask participants to draw a line from the “Source” to the appropriate emoticon indicating whether they believe the
source would be credible or not.
Ask participants to be able to defend why they selected the choice they made.
Optional: Allow participants to look up the referenced Source as an additional facet to the activity.
REFLECT:
As participants reflect on whether they feel a Source would be credible/reliable as a research source, acknowledge
that some sources may provide good information but that they may also be biased on the topic. It is important to
note to participants that even a bad Source can lead them in the right direction as it relates to credible or reliable
research.
Consider the strengths and weaknesses of each source listed. What information could you get from any of the
sources that would assist the participant in their speech?
REFERENCES:
• University of Maryland University College (n.d.) Is My Source Credible? (2019, March 25). Retrieved from https://
sites.umuc.edu/library/libhow/credibility.cfm
• University of Minnesota Libraries Publishing (2016). Stand Up, Speak Out: The Practive and Ethics of Public
Speaking (2019, March 25). Retrieved from https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-
and-ethics-of-public-speaking/s10-researching-your-speech.html
• Kiely, E. and Robertson, L. (2016). How to Spot Fake News. (2019, March 25). Retrieved from https://www.
factcheck.org/2016/11/how-to-spot-fake-news/

Tips on Preparing Your Speech (From Public Speaking…4-H Style)
Select a Topic
Often you will be assigned a topic or theme for your talk. If you are given the opportunity to choose your own, speak
on a subject in which you are interested or on one of which you have firsthand knowledge.
When a person deals with a subject about which he is familiar, he generally will make his best speech. Leave the
literary masterpieces to the writers of books and prepare an effective talk that is brief, direct and positive. Use short
words and sentences.
To decide if your selected topic is suitable, ask yourself these questions:

1. Does it fit me?
2. Does the topic fit my capabilities, knowledge, experience and intelligence?
3. Does the topic fit my audience?
a. Will the audience be interested in it?
b. Will the audience feel “this concerns me?”
4. Does the topic fit the occasion?
5. Can the topic be covered properly within the time allotted?
Plan Your Purpose

Every speech should have a purpose determined by the needs and interests of the audience and your own interests
and capabilities. A speech may aim to:
• entertain
• inform
• stimulate (provoke inspirational or emotional reactions)
• convince or persuade
• actuate (secure action from the listeners)
• a combination of purposes.
Your first step in preparation is to decide the purpose of your speech.
Second, write out the purpose of your speech in clear and precise terms. If your purpose is to entertain, the approach
will be different than if the purpose is to inform or persuade.
Third, write yourself dry on the subject. Use your own knowledge and experiences related to the topic. Drain your
brain and put every idea you have on paper. Record each separate idea or fact on a 3x5-inch white notecard. Cards
allow you to shift ideas or to delete ideas as you organize your speech.
Fourth, research the topic if needed. Use your local Extension office, library or even interview authorities in the field.
Get as much information as possible. When you begin to prepare the second draft, be selective and cut the content
to fit your allotted time. Most people speak at a rate of 120 to 137 words per minute, so time yourself. Let this mass of
information rest a few days.
Organize Your Material

After your material has had time to rest, you are ready to read over the information and organize it into a basic
outline. List the major headings and group your notecards to suit the points you wish to make.
Remember a speech is made up of three basic parts: the introduction, the body and the conclusion. Your thoughts
must fall into one of these categories. Create your speech based on percentages.
1. Introduction is approximately 10 to 15 percent

2. Body is almost 75 percent
3. Conclusion is 10 percent
Introduction
The next step is to prepare your introduction. Someone has aptly stated, “Your first ten words are more important
than your next ten minutes.”
The introduction is short, but it should accomplish a great deal. If it is well-planned, you get the
attention of your audience, make members want to listen and inform them that your subject concerns
them.
Forget the ancient procedure of beginning the speech with statements such as: “Mr. Chairman, honored guests, ladies
and gentlemen, it is a distinct pleasure to come before you this evening.”
Simply respond with a polite “thank you” and immediately begin your speech.
Here are some example introductions to give your ideas.
1. A personal narrative is by far the best opening for a speech. If the speaker has a story that is pertinent, it will
establish a common ground between himself, his subject and his audience.
2. A startling statement of fact can capture the audience’s attention.
3. A quote is effective.
4. An appropriate story can capture the audience’s attention at the outset.
Body
Write the body of your speech. This is the longest part of your presentation and gives the important facts you are
covering. Select from two to five main points, depending on the length of the talk, and support each with at least two
illustrations.
Take each point in turn. Select a lead sentence and expand on it. The basic thought should be concentrated
in the first sentence. Each following sentence should relate directly to the basic thought of the total paragraph.
In building your ideas, begin with something familiar to your audience. Move from the known
to the unknown.
Remember to stick to the subject. The speech should be easy to follow and every bit of information should pertain to
the purpose of the speech. Give concrete examples for the audience to remember.
Make your language simple and colorful. Help your audience visualize your presentation. Instead of saying “The
tornado was 100 yards wide,” you could say “Its path was as wide as a football field.”
Conclusion
Next, write the conclusion. Since the conclusion is such a vital part of the presentation, spend adequate
time on this area. Careful planning is needed; conclusions do not just happen. Your audience
must be able to tell by your conclusion that you are “wrapping it up.” Remember in your conclusion:
• Do not introduce new material.
• Avoid false endings.
• End with the idea you most want remembered.
• Summarize without repeating the speech.
• Stop talking before you begin walking away.
In planning your conclusion, consider the following suggestions.

• Summarize important points one by one.
• Use a quotation, a story or a poem that summarizes the importance of what you have said.
• Ask questions. For example, “What can you and I do about this problem or situation?”
• Then, answer the question by stating clearly what can be gained by acting, and what can be lost if action is
not taken.
• Call for action on the part of the audience. Challenge them to do something.
Lessons
PUBLIC SPEAKING
Practice, Practice, Practice

Volume & Decibels – One of the first things you need to
determine about yourself before presenting any speech, is to
evaluate your own natural level of speech. Some people normally
speak at a lower volume than others. Some speak at a higher
volume. This is important to know so that you can match your
normal volume of speech with the location you will be giving your
speech. We will discuss location and situations a little further in
the lesson. For now, knowing what your normal level of speech is
important. You can do this by simply taking normally with people
and asking them if they think the “volume” in your natural voice
is normal, low or high. By asking several people, you can get a
starting point to determine your normal level of speech. Do you
want to get technical? Decibels measure the intensity of sound.
Normal speech between two people is about 50 to 60 decibels.
TIME: People who normally speak loudly are around 65 decibels and
• 90 Minutes those who normally speak softly are about 47 decibels. Consider
downloading and using an App on your phone to measure your
MATERIALS NEEDED: normal speaking volume. Who knows, you might learn something
• Video camera in the process. Just so you know, shouting is around 75 decibels.
• Stop watch or timer
• Feedback Worksheet The goal of working on your volume is about creating a
• • Volume Level Worksheet & Script comfortable sound level for the listeners. An uncomfortable
• • (Optional) Downloaded App Sound volume can be either too high or too low. Volume levels that are
Level! (iPhone free edition)
too high can distract the audience, and a volume level that is too
• • Pen/Pencil
low can be frustrating when they cannot hear what the speaker is
• • Conducting Articulation Handout
saying. You can impact the level of your speaking in several ways.
Some things you can control, and some things you might not be
OBJECTIVES: able to control. Here are some tips to consider when working on
• Learn how to adjust the volume of your
creating a comfortable speaking and listening level between the
speech
• Learn about articulation of words speaker and audience.
• Learn to coordinate gestures and motion
• Learn how to use feedback to make • Raise the level of your voice slightly if you tend to speak softly
or lower it a little of people tend to think you “shout” when
you talk. Shouting is not a comfortable situation for your
listeners.
• Don’t be the distracting noise. Keys or coins in your pocket can
create distracting noise.
• Stand closer or further from your audience to increase or
decrease the sound level without raising or lowering your
voice.
• Raise or lower your voice according to distance to the
audience, size of the room, background noise, or even
acoustics.

public speaking
• Using a microphone doesn’t necessarily increase the sound level. If you don’t know how to use a microphone
properly, or the equipment is not set properly, your volume can be too high or too low. Make sure when using a
microphone to hold the mic up to your mouth like a “rock star.” Move it away slightly if you need to lower the
volume a little.
• Remember, raising and lowering your volume in your speech can add interest if used at the right moments to
emphasize points or draw you in closer
Articulation – What is articulation? If pronunciation is how we put sounds together to make words and speech, then
articulation is how well we do it. Like letters, words have their own sound. Articulation is how well we make those
speech sounds so that others can hear and understand. Do you know someone who mumbles when they speak? Do
you find yourself asking them, “what did you say?” or “quit mumbling!” The sounds they make are pronunciations,
saying it well enough for others to understand is articulation. It is an art. When it comes to articulation, there are
things you can do to help you make your speech easier to listen to and understand. Remember, this is different than
volume. It is about speaking clearly and placing emphasis on every syllable of a word. Practicing to clearly pronounce
every syllable of every word will help make your speech better because the whole idea is for your listener to both hear
AND understand what you are saying.
Gestures & Motion – Just as volume can add interest to your speech, so can gestures and movement. They can also
be distracting if you are not careful. What do I do with my arms and hands? What about moving around in front of
my audience. Movement and gestures by themselves do not add to the interest of your speech. It is all about how
and when you use them that makes all the difference.
Gestures with your arms and hands are an important part of the visual picture when you speak. They can reinforce
the words and ideas that you are trying to communicate. They should be natural and relaxed, not rehearsed and
robotic. You want your gestures to emphasize your point, not be the point. Sometimes we have gestures that we
make without thinking about them, perhaps because we are nervous. Not being aware of the gestures can send the
wrong message if you are not careful. Here are some non-verbal message you can send with your arms and hands
without knowing it:
• Hands on hips – overbearing, parental, or condescending

• Crossed arms in front of you – disagree, stay away, protectionist
• Hands crossed in front – feel weak, timid, or afraid
• Hands in your pockets – nervous!
• Hands down by your side – relaxed and confident. But don’t be a robot.
If your intent is to convey any of those messages, then by all means use them. Otherwise be cautious of how and
where you place your arms and hands. Here are some types of gestures you can use to add interest to you speech:
• Symbolic gestures – words, numbers, or position
»» Hand up to signal “stop”
»» Thumbs up to signal “agree”
»» Fingers to represent numbers, like number three “3”
»» Pointing to represent up, down, behind, etc.
• Descriptive gestures – ideas or movement
»» Spreading hands apart to show length (like how big the fish was)
»» Using hands to outline a shape (round or square)
»» Swaying hands to represent movement
• Emotional gestures – feelings
»» Fist to show anger or defiance
»» Palms together to signify pleading
»» Pointed finger (like an accusatory parent might do)

public speaking
The most effective gestures are those that seem or appear natural. Practice or rehearsed gestures only convey that
you practiced them, not the message you intended to convey.
Motion is also used in public speaking to add interest and help lead the listener in a specific direction. For example,
stepping forward implies that you are getting to an important part of your speech. It adds a little tension to
the moment as you get closer to your audience. Stepping back, on the other hand, communicates that you are
concluding a point or your message and allows the listener to relax a little. Side to side movement can be used as
your transition from one topic, subject or point to another. Moving your body around can help support the points
you are trying to make, attract the audience’s attention, and even helps you burn nervous energy. However, it must
be controlled and purposeful in order for it to be effective. Never move without a reason. Too much movement,
even the right kind, can become distracting. This is especially true if it looks rehearsed. Counting steps in repetitive
movements can draw the attention away from what you are saying and the listener quits listening and becomes a
watcher.
Consider have three spots that you move to and from. One spot should be you “home” and the others are located to
the left and the right. Use the collection of spots to draw attention to you and your message. Rotate through them
like a mouse in a maze and you are sure to miss the cheese.
Feedback and adjustments – One of the best ways to get feedback is to practice your speech in front of others. Ask
them to give you some constructive criticism. Many would say that “practice makes perfect.” However, practicing
over and over again without any constructive feedback only makes you good at doing it wrong. Consider saying the
speech in the mirror and watching yourself. Remember to look at gestures and movement. One additional tool
you can use is the video camera on your cell phone. Record yourself delivering your speech. Try to replicate the
environment where you will be giving your speech to allow for room noise, volume level, and movement.
Don’t simply focus on the subjects covered in this lesson. You should be critical of the content of your speech,
including its organization, supporting research, and the delivery. Consider using a standard peer feedback form that
you can get specific feedback on different parts of your delivery. The Texas 4-H Public Speaking scoresheet is one good
resource you can use for feedback. Don’t forget to time yourself and see where you fall within your allotted time to
deliver your speech. Speeding up or slowing down should only be used to make very minor adjustments to the length
of your speech. Major adjustments that require you to shave or add 10% of more of your presentation will likely
require you to edit your content.
Most important is Practice, Practice, Practice.
DO:
Activity 1: Measuring Volume
Instructions:
• Distribute the worksheet and script to each participant. Optional tool could be to have at participants download
the Sound Level! app and use it to measure decibels.
• Ask participants to read the script in their normal “speaking” voice. Have others in the audience play the audi-
ence/listener role and record their listening level on the worksheet. Use this activity with several volunteers to
allow others to see differences in volume levels of speakers and listener level preferences.
REFLECT:
Ask participants to offer general feedback about each person reading the script. Discuss how voices naturally vary in
terms of volume. Offer participants the opportunity to respond from different parts of the room, which reinforces
the idea that position in the room of the speaker/listener is important. This puts the speaker in the listener position
and the listener in the speaker position when the responding to questions from the facilitator.

public speaking
Be sure to discuss other facets of volume, including background noise and other factors that might affect how the
room or setup of the room affects the listener’s ability to hear the speaker. Is the room too small or too big? Are
there noises coming from outside (like an air conditioner). Are the acoustics in the room poor? Use these questions
to discuss among all participant how they can adjust their own volume in different circumstances. Explore other
experiences they might have with rooms, noise, volume, microphones, etc..
DO:
Activity 2: Conducting Articulation
Instructions:
• Distribute the handout to all participants
• Put the participants in small groups that are spread out enough to work simultaneously. This is a vocal exercise.
If you have room limitations, you can do this as one group.
• Ask participants to rotate through the different roles (conductors, conductees, and listeners).
REFLECT:
Ask participants the share their experiences in the different roles. Consider using the following questions as
discussion and reflection points:
• What did they hear?
• When did they hear better?
• What makes it clearer or harder to understand?
Tongue twisters on their own are very challenging. When you change volume or speed, it can dramatically increase
or decrease the ability of the listener to hear what is being said (or articulated). How does this relate to speaking in
front of a group? Some may need to slow down, while others may need to speed up a little. The key is to focus on
pronouncing syllables and words, and more importantly ARTICULATING your speech.

Activity 1 – Measuring Volume Worksheet
Identify someone to be a “speaker” and others to be “listeners.” Put the “speaker” in the presenter position in front of
the audience. Scatter “listeners” around the room. Have them note where in the room they are (far, close, side, etc.).
Speaker Script
The “speaker” can read the following as part of this activity. Be sure the speaker is in the “speaker” location.
“Head, Heart, Hands, and Health are the four Hs in 4‑H, and they are the four values members work on
through fun and engaging programs. All club members, at the beginning of every 4-H meeting should recite
the 4-H Motto and 4-H Pledge. That would sound something like this:
In support of the 4-H club motto, To Make the Best Better. I pledge my head to clearer thinking, my heart to
greater loyalty, my hands to larger service, and my health to better living for my club, my community, my
country and my world.
Thank you for your time and attention.”
Listener Log
Speaker Name Listener Location Volume Level Decibals (optional) Other Sound Notes
_**__Front/close _____Too high

Example: Mary _____Side _**__Just right __58__ speaking Noise coming from
_____Back / Far _____Too low __42__ not speaking other room. No
microphone.
Lessons
PUBLIC SPEAKING
Research Your Topic

What is PRE-Search? – Researching your topic is one of the most
important parts of developing your speech. When people listen
to your speech, they are taking in a great amount of information,
processing it, and then making decisions about what you are
saying. They could agree with you, disagree with you, or you could
change their view on a topic. The audience is especially aware of
the information you present to them. Is it true? Is it false? Does
is contradict what I believe? The research you do that supports
your topic can make or break the effectiveness of your speech.
However, research does a little more than just support your topic.
In other lessons that are designed to help you “select your topic,”
it is important to remember that doing some research to help you
narrow your topic is just as important as the research you do once
you have decided on your topic. That is called “pre-search.”
TIME:
• 90 Minutes Sometimes you think you have your topic identified and know
what message you want to deliver. However, doing a little pre-
MATERIALS NEEDED: search on your topic might help you narrow your focus a little
• Credible Resources: You Decide Work- and really zoom into a more captivating idea that will draw your
sheet audience into your speech. Consider it research but remember
• Pen/Pencil that it might result in you changing the direction to your speech a
• Optional: phone, tablet, or computer little, and that is OK.
with web access
Where do I find information about my topic? - The best thing to
OBJECTIVES: do is go to Google and just type in your topic, right? Voilá! There
Participants will is all the information I need, right? Wrong! Ok, then where and
• Using pre-search to narrow your topic how to I gather my information and research for my topic? Here
• Understand strategies to gather materials are some strategies you should follow when researching your topic
and evidence to support your topic and your speech:
• Reliable/Credible sources for your speech • Start early
• Referencing and citing your sources of • Print/Save your materials and mark them
research and information • Take notes
• Use a variety of sources
Starting early is very important to developing a speech that is true

to the topic and is well-supported by facts. Sometimes, people
want to write their speech based on their own knowledge of the
subject, then “find” research that supports what message they
are trying to deliver. Assuming your audience will not see through
that dust cloud is a mistake. Your research should start early
in the development of your speech, as noted by the PRE-search
described earlier. Start early in your speech-writing process and
then continue the research throughout the process.

public speaking
In today’s environment when people rely on the internet to search for information, it is easy to find information
(accurate or not), read it, then move on to other information without keeping any real collection of information. If
you can print it, that is preferable (be sure to include headers/footers) and include not only the name or the resource,
but also where it is located and the publisher of the information. If you print it, then you can write in the margins,
highlight information, etc. If you are savvy enough to do that electronically, great. The key is to have and keep your
research information for referencing throughout your speech-writing process. You will need this information also
when you create your bibliography or summary of credits during or at the conclusion of your speech.
Aside from making notations in your research documents, it is a good idea to also take notes that follow your
research outline and help support your message. These notes are key points out of your research that you want or
need to include in your speech content. The notes can include statistics, quotes, or even ideas about your topic that
will help you deliver a convincing message.
Use a variety of sources when collecting research information. Much like a great CSI will always look for multiple
sources of the same information to lead the investigator to the truth, a good speech will always be supported by a
variety of sources that support the idea. Using a single source of information, even if the information is factual, will
always leave room for doubt with the listener. Use the internet, use the library, use magazines, use newspapers, use
books or use peer-reviewed journals or research papers that support your topic. This adds credibility and reliability
to your information. The audience will appreciate that you have done a good job of researching your topic. One
important detail about your research information is that it be current, especially if it is related to technology or
medicine. The research and information about these topics change very quickly and often. It is OK to have an older
perspective on your topic but be sure your research is up-to-date.
How do I know if my source is reliable/credible? – Anyone can put any viewpoint in a document and post it online
or publish it in a magazine, book, or newspaper. They key to reliable information is not easy and a simple Google
search is not a good choice. Consider the following things when deciding if a source of information is credible or
reliable:
• Avoid Wikipedia as a single source or main source of information. You might consider it a secondary source.
Review their references for primary sources of information.
• Use scholarly databases and sources (online or in libraries) like LexisNexis, InfoTrac, and EBSCO
• Use newspapers and magazines but avoid the editorials. Remember, they sometimes get it wrong.
• Should be an unbiased source and backed up by evidence. University of Maryland University College suggests
that you ask the following questions:
»» Is the source in-depth? Is it referenced with its own documented research or data?
»» Who is the audience of the article? Is the information directed at researchers, professors, or the general
population?
»» What is the purpose of the source? Does is report original research, provide information, entertainment,
news, industry?
»» Is the source reputable? Does the source have its own bias? Have scholarly people reviewed it for accuracy?
»» Is the source current for the topic? For example, research information about Facebook from 2004 may no
longer be relevant or accurate today. Facebook has changed considerably since it was created in 2004.
»» Is there supporting documentation? Are there charts, graphs, data, documentation, or illustrations that
support the article?
• Tips on finding reliable sources of information
»» Books – books can be found on just about any topic unless it is a recent, cutting-edge topic. However, books
are considered a “secondary” source of information that generally cite original (primary) sources. Use books
for secondary information or to find primary sources in the bibliography. You can have printed books found
in physical libraries, a combination of physical libraries with electronic documents, and exclusively e-online
libraries. Regardless of where you find them, they are a good source of secondary information.

public speaking
»» Periodicals/Magazines – Unlike po-culture magazines, there are special-interest magazines that focus on
things like the economy, health, sports, science, and much more. These also serve as a secondary source but
may be a way to gather information and perhaps identify some actual research on your topic.
»» Newspapers and Blogs – another source of secondary research. These sources operate much like in the same
way. Keep in mind that many times, articles in these types of sources carry some level of bias. However, they
may serve to expose information about the audience, the topic, or some underlying primary research on the
topic. Proceed with caution.
»» Encyclopedias – These sources provide short and very general type of information about a topic. They
are available in both printed and electronic formats. You might consider using them on the front-end of
your research to help you narrow your topic, but you won’t find any great detail or supporting data for the
information. This is not the same thing as Wikipedia. Anyone can add/edit/delete information on Wikipedia
without supporting documentation for the edit.
»» Websites – This is such a general term that makes finding credible information a bit difficult. There is so much
information on the internet and websites. One way to navigate the sea of information online is to follow
these general rules about domains:
ξξ .com – these are commercial websites about or for companies and are generally used to promote a good,
product, or service. Be sure any information is not biased.
ξξ .org - many professional organizations end in .org and simply because they are not “companies” does not
mean they don’t have their own biases. Be wary.
ξξ .edu – these are generally university websites and are usually reliable. But don’t assume that all are
credible or reliable. A university that does not have a department teaching and studying biophysics may
not be as credible as a university that does.
ξξ .gov or .mil – these are government or military websites. These are generally your most reliable sources of
information. Be aware of political websites used to affect public opinion or sway politics.
• In today’s age, the term “fake news” has become quite popular. However, the concept is not new and has been
around for centuries, but with the biased news media, the internet and social media it has become a “real” issue
when looking up information and researching a topic. Kiely and Robertson (2016) suggest the key is you must
check the source and consider the following when gathering your info from “news sources”:
»» Consider the source – look at the website its contact information to see what their purpose is. Maybe it is
simply entertainment, maybe not.
»» Check the author – is the author credible or does the author even exist?
»» Read beyond – dig deeper into the article. Don’t just read the headline. Many of these are designed
specifically to get a “click.”
»» Supporting Sources – If there are links to sources, don’t assume they are correct. Follow up on them to
determine if in fact they are accurate.
»» Check your own biases – sometimes we only need someone to tell us we are right for us to believe it.
Referencing & Citing Your Sources – You must give credit where credit is due. The information you collect in your
research was created by someone else. You shouldn’t claim any research or information as yours if you didn’t do it
yourself. But that is why references and citations are so important. It adds credibility to your speech, and it avoids
you taking credit for work that someone else did.
There are many ways to reference your work in your speech. You reference your research within your speech or at the
conclusion or your speech. Here are a few examples of how you can include citations and research in your speech:
Example 1: “In a 2019 article in the Journal of Adolescent Health studying 20,000 teens, it was determined that
greater parental involvement with teens leads to teens better health as they become adults.”
Example 2: “Journal of Adolescent Health published a study that showed good parent-teen relationships resulted in
healthier teens as they grew up.”

public speaking
The important thing to remember is to record the following information about any and all information you find and
use in your speech:
• Name of the Author(s)
• Title of the Article
• Date of the Article (including original publishing date)
• Where it was published (Book, journal, magazine, online?)? Be specific to include the name of the book, organiza-
tion, publisher, URL etc.
• Page number, volume, etc.
DO:
Activity 1 – Credible Resources; You Decide
Instructions:
• Distribute the worksheet to each participant. You can do this in pairs to allow for individual discussion between
the two.
• Ask participants to draw a line from the “Source” to the appropriate emoticon indicating whether they believe the
source would be credible or not.
• Ask participants to be able to defend why they selected the choice they made.
• Optional: Allow participants to look up the referenced Source as an additional facet to the activity.
REFLECT:
As participants reflect on whether they feel a Source would be credible/reliable as a research source, acknowledge
that some sources may provide good information but that they may also be biased on the topic. It is important to
note to participants that even a bad Source can lead them in the right direction as it relates to credible or reliable
research.
Consider the strengths and weaknesses of each source listed. What information could you get from any of the sourc-
es that would assist the participant in their speech?
SOURCES:
• University of Maryland University College (n.d.) Is My Source Credible? (2019, March 25). Retrieved from https://
sites.umuc.edu/library/libhow/credibility.cfm
• University of Minnesota Libraries Publishing (2016). Stand Up, Speak Out: The Practive and Ethics of Public
Speaking (2019, March 25). Retrieved from https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-
and-ethics-of-public-speaking/s10-researching-your-speech.html
• Kiely, E. and Robertson, L. (2016). How to Spot Fake News. (2019, March 25). Retrieved from https://www.fact-
check.org/2016/11/how-to-spot-fake-news/

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Public Speaking

Through America’s 110 land-grant universities and its Cooperative

Texas 4-H Youth Development | texas4-h.tamu.edu

EXPLORE THE CONTENT

Build on knowledge Youth do with limited

Youth use the skills learned Youth describe results

Youth relate the experience

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Additional Activities to Extend the Content:

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Tips on Controlling Fear with Public Speaking

Relax! Here are some ideas to try:

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Dry mouth Avoid drying agents such as antihistamines and decongestants.

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Developing Your Own Style: Verbal and

Each member chooses a “character” to play. There is a list of

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Michael Jackson R2D2

Mark Zuckerberg Harry Potter

Mom Elsa from Frozen

Ariel from The Little Mermaid Santa Claus

Wonder Woman Witch

Batman Iron Man

Chef Mickey Mouse

Justin Bieber Humpty Dumpty

George Washington Policeman

The Incredible Hulk Teacher

Spiderman Taxi Driver Mom

Frankenstein Old Man / Woman

Darth Vader Dad

Preparing to Give Your Speech

Delivering Your Speech

Establish Eye Contact

Choose Words Carefully

Make a Graceful Exit

Effective speakers are not necessarily polished or perfect. Instead,

Speakers are more comfortable and do a better job when they

TIME: Know the Occasion:

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Information Please! (see attached handout)

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Learning about the various types of speeches provides the

Understanding the various types of speeches is the first step to

OBJECTIVES: Essential Elements of a Speech

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To decide if your selected topic is suitable, ask yourself these questions:

Plan Your Purpose

Organize Your Material

1. Introduction is approximately 10 to 15 percent

Here are some example introductions to give your ideas.

In planning your conclusion, consider the following suggestions.

You swallow frequently. You lose your composure while

Your voice trails off at the end of

_**Front/close ___Too high